Full text of "An Urdu manual by the phonetic inductive method"

N URDU MANUAL
;Y THE PHONETIC
JDUCTIVE METHOD

:THOS. F.CUMMINGS =

AN URDU MANUAL

BY THE

PHONETIC INDUCTIVE METHOD

REV. THOS. F. CUMMINGS

FIT FABRICANDO FABER

PUBLISHED

AT THE DIRECTION OF THE UNITED PRESBYTERIAN MISSION
GUJRANWALA. INDIA 1909.

W. DRUGULIN, PRINTERS AND ORIENTAL PUBLISHERS
LEIPSIC, GERMANY.

TO MY FELLOW MISSIONARIES

WHOSE HELP AND ENCOURAGEMENT HAVE MADE

THE PUBLICATION OF THIS MANUAL THUS

EARLY A POSSIBILITY

THIS VOLUME IS GRATEFULLY DEDICATED

2234892

PREFACE.

The publication of another "help" to Urdu is justified by
the success of this method during the eight years that it has
been under trial. By the aid of type-writer and mimeograph,
the lessons have so proved their utility that the Mission ordered
all new missionaries to use this method, and that the Manual
should be published.

The author regrets the necessity of publishing, while so
far from India, and without having brought the book up to
his ideal of what it ought to be. That the principles of the
Manual are final is beyond question. That the application is
so, is too much to hope for.

The principles are: I. A scientific application of phonetics,
through diagrams and practical examples, to the solution of
the difficulties of pronunciation. 2. The sentence, the unit of
speech. 3. The ear, the medium of instruction and the gover-
nor of the tongue. 4. A limited vocabulary, a prime necessity.
5. Thoroughness, a repetition of idioms until they are absolutely
fixed in the memory. 6. Grammar teaching, not by paradigms,
but by concrete examples. 7. Oral composition, within a small
vocabulary, to lead up to the mastery of all ordinary expression.
8. Ready, fluent, accurate speech and hearing to be attained,
within narrow limits, as the basis of the ability to use Urdu well.

Thanks are due to Prof. A. Graham Bell for permission
to use his cuts, illustrative of the position of the organs of
speech and to Miss M. R. Martin for valuable assistance in
reading the MS.

VIII

It is my hope that I may soon be able to work out, on
these same principles in English, such a basic manual, as, con-
fined to the limits of the vocabulary of St. John plus that of
everyday affairs, shall give a good working vocabulary and
lay a firm foundation for the future full mastery of the Punjabi,
or whatever other tongue it may be transmuted into.

The past success of the Method may be due to the in-
sistence that every lesson should be thoroughly in hand be-
fore another was doled out. The pupil will have to be his own
mentor to this end.

With a request for criticism and suggestion, but with also,
a warning that these lessons are not automatic, and that a
mere reading, or cursory study will give no mastery of the
tongue, the Manual is sent forth, to lighten, I trust, the task
of learning Urdu.

New Wilmington, Pa., U. S. A.
June, 1909.

THE TRUE METHOD OF LANGUAGE STUDY.

i. In beginning language study, the question of method
is of the first importance. Of all the various books for the
learning of Urdu, there is none that appears to meet the diffi-
culties. The ordinary method would seem to be something
like turning a man loose in the forest, and telling him to find
his way out, as others have done before him. If he asks for
a path, or a guide, he is given the hobby-horse of the primer,
and told to sally forth. Those who have thus become prac-
tical linguists, have done so in spite of, and not by any help
that this method is supposed to afford them. How many have
found the old way, a method of blunders, by a blunderer, and
for blunders, and that "Blundering into power is a slow, dis-
couraging, and costly, not to say impossible way to attain
success". What discouragements have laid hold of the fol-
lowers of this method! If by any chance they have succeeded
in getting one tongue, it has not materially lightened the task
of learning another, so that having learned Urdu, it may
be, they pass all their lives in the midst of the people of another
tongue Hindi, Punjabi, or other dialect but never learn to
use it. This reader- grammar method has many advocates
and more followers, because the beginner, though he be firmly
persuaded of its defects, is impotent to block out a path for
himself. It would be very easy to write pages in condemnation
of this scholastic method, but unless our criticism is constructive
rather than destructive merely, we cannot hope to help toward
the solution of the problem.

In working out this method, anything that would help me
has been freely used. No claim of originality is made, but it
is believed that the combination of principles and their prac-
tical application in this phonetic inductive method is unique and
helpful. Sweet's Primer of Phonetics, and Bell's Visible Speech
for phonetics, and Prendergast's Mastery Method have been
particularly helpful.

2. A good method is imperative, and it should be scienti-
fic and practical. Power is lost by failure to be methodical.
When one first comes to India, and with enthusiasm takes up
the study of the language, the success of the first months is
vital to the success of his whole life. If he is now started in
the right way, his daily progress will lead him on to greater
attainments; but if his success is indifferent, he may pass his
whole life here, and never get away from the indifferent pro-
nunciation and false idiom that too often characterise the
foreigner.

Just as Capt Eads put jetties into the shallows of the
Mississippi, and by confining its waters to a narrow channel,
succeeded in making a way for the most heavily laden steamers
to pass in and out, so we must confine our efforts in the be-
ginning to proper channels and limit them so straitly that
they must accomplish something. If not thus limited, effort
will be dissipated, sometimes hither sometimes thither, so that,
instead of "wearing channels" for new thoughts in our brains,
we shall find it a quagmire, and, when we try to talk, our-
selves becoming, rather, mired in some marsh of expression,
unable to find a way out. Necessarily these channels must at
first be shallow, able to carry only the simplest barques of
thought, but as time goes on, they shall wear deeper and deeper,
till soon the most heavily laden may float easily along a well
deepened outlet.

3. The true, scientific method will proceed from the known
to the unknown, in a gradual and practical manner. It must

cultivate the ear for hearing, the tongue for speaking, and the
memory for guiding both. It should confine the pupil at first
to the commonest idioms, and in the course of six months
or a year fit him to converse on simple subjects.

4. Let us note the principles that lie at the basis of
language, which must be followed in learning any tongue.

A language is a method of expressing ideas by articulate
speech. The English language is that method which is used
by the English people for expressing their ideas. Ideas are
the foundation, and words the material for the superstructure.
It is very fortunate that our ideas are largely the same as
those of the Indians. Consequently we have simply to get new
clothes for old dolls. When we run across new ideas, as we
frequently do, now in words and continually in idioms, we have
a good deal more difficulty in mastering them.

The child method of teaching, that is followed so often,
is faulty for this, if for no other reason, that the child has to
learn ideas along with his words, while the adult has a world
of ideas crying for expression. Consequently, the confinement
of the adult learner to the ordinary, simple sentences, suited
to a child, is an outrage on the adult intellect. The simple
is much easier evolved from the complex, than the complex
from the simple. Hence, to begin with a complex sentence
is best for the adult foreigner for, such a sentence, when
mastered, can be made into various simple sentences.

A child, when learning its mother, or, indeed, any, tongue,
hears the same sounds and words over and over again, till,
all unconsciously, they crystallise into correct concepts. The
adult foreigner must consciously and intentionally make such
opportunities of hearing these words and sounds repeated,
until he secures them correctly, and not trust to securing a
clear concept from the babel of sounds, as they pass rapidly
over his untrained ear.

This, owing to his prejudiced adult mind, takes longer

than for a child, who has no preconceived notions of how a
thing ought to be said, or how a "t", for example, ought to
sound, as has his grown brother.

Our ideas are expressed by words, which we divide into
nouns, pronouns, verbs, adjectives, adverbs, prepositions, con-
junctions, and interjections. Urdu nouns may occur in about
ten different forms, according to genders, cases, and numbers;
two or three forms will cover all those of the preposition; four
will include all those of the adjective ia the simplest form,
which in English has but one; the personal pronouns have
about twenty forms, a few less than in English, and these,
together with the other pronouns, sum up about the same
number of forms as we have in the English pronouns; adverbs
have a number of regular forms, but many irregular; the verb,
however, is unusually rich in forms, for one root, as "tutna",
to be broken, "pitna" to be beaten, may give in the intransitive
paradigm thirty; in the active, forty five; and in the passive,
one hundred and eight variant forms; add to these the causals
with their passives, and we get over three hundred forms from
one root. All verbs do not, of course, have so many; but few
have less than thirty, while most have about one hundred.
When we note further, that the active participle "pitta", beating,
"torta", breaking, may occur in nineteen different places, with
a differing form for masculine singular and plural, and for the
feminine, thus multiplying it by three, giving it in fifty seven
places; when we consider that the past participal form, "pita",
beaten, "tora", broken, may be found in twenty four places in
the active, and fifty four in the passive, where it may have,
in each of these seventy eight places, one of three forms,
according as it must agree with its subject, masculine in "a",
plural in "e" or feminine in "f", or most anomalously with its
object, and, furthermore, that many of these verbs have a
variant form with "diya", "liya" or "gaya", as the speaker is
pleased to use them, to convey a slightly different idea, and

sometimes with no difference at all; when to all these forms,
we add the various idiomatic compound verbs, which ex-
press custom, desire, permission, beginning, and several other
ideas the fact that the Urdu verb is rich in forms begins
to be impressed on one, and the difficulty of having all these
variant forms at one's command so thoroughly that in the
rapid flow of conversation they may come without thought
or hesitation, the problem of learning this verb is seen to be
no easy one, and one can appreciate the fact that learning a
language is more than learning a word, or series of words, in
one form. Fortunately the Urdu forms are rather regular, so
that though difficult in one way, yet we do not have the con-
tinual irregularities to contend with that are found in the
English verb. We must, then, for all parts of speech, save *
the verb, learn to use about sixty forms, while for the neuter
verb thirty, and for the active and causal, forty five each, and
for the passive, it is more an art of combination than of learn-
ing new forms, so that we may reduce the total of verb
forms to about one hundred and fifty, or about two hundred
and ten forms for all the parts of speech. The difficulty of
learning these is lessened by the fact that nouns, adjectives,
and participles ordinarily have the same ending for the same
genders. The great difficulty really comes in acquiring the
new idea of looking at neuters as feminine or masculine, of
thinking "she" of a book and saying "he" of water, of having
verbs agree with this new idea, and of expressing word relations
by changed endings, as well as by additional words.

5. Though words are the superstructure of language, yet
the learning of words, merely, will not give one, as has been
noted, command of a language. The problem is much more
complex. It requires the learning of all the various forms that
these words may assume, and the acquiring of the ability to
use these in the correct place, without hesitation, as occasion
may demand. Words no more make a language than do

bricks a house. They are the building material, which must
be fitted and joined together to make the whole. They may
well be likened to building blocks, whose ends are sometimes
jointed, and sometimes square. These cannot be thrown together
at random, but each must have its own proper adjustment,
else the structure will fall. A feminine adjective, for example,
cannot go with a masculine noun, a nominative form cannot
go with a preposition (and, again, may be, it can) ; a masculine
verb should not be compelled to associate with a feminine
subject. To think, or attempt, to master a language by
learning fifty words a day for a given number of weeks, invites
failure. Even if such a task were completed, the language has
not been mastered. We must learn to fit these words together
so that they shall correctly represent our idea. A word itself,
it is true, does represent an idea, but its ending and position
in the sentence gives its relation to the other ideas therein
expressed, and it is the correlation of ideas that expresses
thought. This word -learning method will often give good
ability in understanding a language, as written, but it will
not give a productive command of any language. If we
throw down the words "boy", "stick", "man", ''beat", "with",
we have expressed ideas, but have not conveyed any clear
thought to the hearer. In whatever way our language
expresses these inter-relations, we must learn to use that
method. Hence, the great fundamental principle of our
method is this, THE SENTENCE IS THE UNIT OF LAN-
GUAGE.

6. Shall the ear or the eye be the medium of imparting
the new language? Shall we study the printed page, or shall
we talk with the people? Both. But the word language, from
"lingua", a tongue, tells primarily what to do. Speech comes
before books. Hence, the scholastic method of learning languages
from books is contrary to nature. Use the printed page by
all means, but only to assist the memory in teaching the tongue

to speak. Reading is not difficult after one has learned to
speak.

To learn a language is only learning to associate ideas
with certain sounds. We hear "rose", and think of the familiar
flower. The Hindustani hears the sound "roz", and it conveys
to him an entirely different idea, that of day. His association
of idea and sound is different. Let our associations of ideas
be of sound to the ear, not of printing to the eye.

7. The true language method, then, must comprise First,
A training for the ear to enable it to hear the words uttered
and to catch them with discrimination, so that they will be
differentiated from those of similar sound in our own, or the
Urdu language: for example, bari "large", must be distinguished
from English berry, and from barf "free", bhari "full", and barhi
"increased", a simple matter for the trained eye, but a different
and difficult problem for the untrained and adult ear.

Second, After this ear-training, there must be a training
of the vocal organs to enable them to reproduce the Urdu
sounds so correctly that the Indian, accustomed to his own
peculiar distinctions of t's and d's, may hear nothing that
will confuse him or violate his sense of phonetic harmony.

As the old Dutch masters when they set about to draw the
Magi, unconsciously clothed those Easterners in the Dutch
national costume, so too often we reproduce Urdu words in our
own brogue, speaking our own "o's" and "i's" and "d's" and "t's",
to the confusion of the hearer and the ridicule of our own
learning. It is for this reason that the new missionary, after
his best effort in Hindustani has often been told by the puzzled
hearer, "We do not understand English".

Third, The method must be such as will secure the expres-
sion of our ideas in correct idiom. This requirement is more
easily stated than either of the preceding, but it is, perhaps,
the most difficult of attainment, and here is the crucial test of
any method. This training must include the training the

memory to understand the meaning of the sounds uttered in
our hearing, and, also, the imparting to it the ability to prompt
the tongue to a ready and accurate utterance of any sounds
that we may wish to make. If our eye wanders, it will be
evident that we do not understand; if the tongue hesitates,
when it ought to run freely, it will show our weakness.

The value of a correct concept, for accuracy of speech, was
shown one day, by a small boy, who while eating his dinner, was
asked a question by his sister, which he did not wish to answer.
"Don't bother me", said he, "I am eabing No, eating my
dinner". His ear at once recognised the mistake, and he
righted it himself. When we have reached the point where
our ear sits as corrector over our tongue, then, and not till
then, may we hope to attain the mastery of any language.

8. Intonation. Pronunciation of individual words, however
important in itself it may be, is not all that there is of pro-
nunciation in a sentence, for there is also intonation, which
depends on emphasis, organic basis and voice timbre, and it
is in many ways more important than the pronunciation of
individual words. This, ordinarily, can only be acquired by
long association with those who speak the language, and even
such association never enables some to get rid of their native
brogue, though they may live abroad for many years.

9. Idiomatic Expression. Correct models must be tho-
roughly learned, until there is no hesitation in their repro-
duction. These models should contain examples of all the
idioms that need to be used. They must contain all differing
forms of gender, number, and person; of case, mood, and tense,
until the pupil is familiar with them in actual examples, firmly
fixed in his memory by hundreds of repetitions. If he will
confine himself to ten or fifteen hundred words, he will likely,
in the course of six months, be able to converse on simple
subjects, being able to change these words through all their
inflections.

To secure this, an idea should be presented to the mind
in connection with its audible Urdu expression, over and over
again, until the concept of the sounds is formed.

Then the tongue must learn to repeat it readily, fluently
and accurately. As all voice-sounds are produced by imitation,
all defects in hearing entail defects in utterance. Those who
are born deaf remain dumb. Not because they cannot speak,
as has been shown by the schools that have trained the dumb
to speak, but because they do not hear anything to imitate.
As the novice is deaf to all peculiar foreign sounds, we must
first train his ear to hear, in order to train his tongue to speak.
To secure this the pupil must learn at the mouth of one who
speaks the language properly. Almost any native is better
for this than the best foreigner, and if our instructor is speaking
his mother tongue, we are almost sure to have the sounds in
their purity. At first, all study should be carried on at the
mouth of the teacher. To sit down to the printed page, as
some do, and fix our own improper conception of these sounds,
by repeating what we think they are, is sheer folly. Those
who imagine that they can learn Urdu by having a teacher
one or two hours a day, may get it to their own satisfaction,
but they are not likely to be adepts in pronunciation, or con-
versation.

10. Success. The secret of success lies in repetition. Few
people have the ability for hard work, which Carlyle calls
"genius", the ability to repeat a sentence often enough to
master it. "No one ever gained a fluent command over many
words, without first mastering a few at a time. Repetition
of the same words in varied combinations, thus disclosing their
various forms and uses, is the method whereby languages
reveal their secrets". Let your motto be REPETITION. First
by the teacher, while the pupil carefully listens; then, when a
concept of the sound has been formed, repetition by the pupil,
until the habit of thus saying it has been formed. A habit,

be it understood, is the ability to do a thing without thinking
of how you are doing it. Every habit is the result of a great
number of conscious acts, which gradually pass over into the
realm of unconscious acting. Patient, concious, conscientious
repetition of the sounds and idioms will beget a habit, till, lo,
we speak without thinking of the medium whereby we speak.
Language is like any other instrument so long as the in-
strument takes our thought, the work fares badly; but when
the instrument answers our bidding, as though it were a part
of ourselves, then our work is in a fair way to be well done.
"Yet, mere practice will never bring the highest skill. It must
be heedful, thoughtful practice, with close observation of others
and a sharp watching of ourselves, and all this controlled by
good sense and good taste."

1 1 . The Standard of Attainment. This is where most fail.
All their education has not taught them what it is to learn
a thing. The old school standard ability to translate a sen-
tence hesitatingly or after a moment's thought must be
thrown away. Perfection is what we aim at. The desired idea
must be expressed readily, without hesitation or corrections;
clearly, without confusing the hearer's mind, as to what is meant;
and, lastly, correctly, in the idiom of the Urdu. This ac-
curacy should be attained in the study, and not be left to be
secured in the strife of actual speech. It takes a good many
thousand shots at the butts to make a good marksman, but,
when good shooting wins the battle, we say that it was am-
munition well spent. It will take many thousands of repetitions
of sentences and sounds in your study, before you can be a
good linguist, but it will be worth all the repetition. Repeat
till you wear channels in your brain. Failure here means failure
everywhere. Oh, yes, the people may understand you, you
may even be an acceptable speaker because of the excellence
of your spirit, but you can never be half the profit to others
that you might have been. Ordinary advice is "Go and talk to

^ I T L

the people, and learn by talking". Good advice, if you could
talk. Our plan is to teach you some proper models of speech
and then send you out to talk. After a few months, during
which you have fixed these models securely in your memory,
the more you talk the better. Well committed models are like
the moulds of the brickmaker. Time spent on their prepara-
tion is time saved. Try to work without moulds and though
you may pat out a few bricks, yet will they be ill shaped
and few in number. Months spent on sentence -moulds are
months saved.

12. Special Difficulties. Each tongue has its own pecu-
liarities and its own idioms, and, as a consequence, its own
difficulties. These may be generalised under the heads of
pronunciation and syntax. The first step in the overcoming
of these difficulties is the knowledge of what they are. A
person who had lived many years in the Punjab was asked
if the Punjabi aspirates had ever been found a difficulty.
"Oh no, none at all", was the reply. Quite right in point
of fact, for, far from having mastered these most difficult
sounds, they had not even been recognised as out of the
ordinary.

The more evident difficulties of pronunciation lie in the
fs and d's, the r's, and the aspirates of the language. The
t, th, t, th, though they all differ from each other, and from
our English t, yet at first give to us only the t effect, so that
it seems to us that there are four t's.

So are there four d's d, dh, d and dh. The two r's
r and r, the p and ph, the b and bh, the k, kh and g, gh
kh, and g these all differ among themselves and though
these differences may seem immaterial to our ear, yet they
are never so to the native, or well trained, ear, and, very often,
they are vital to the understanding of a sentence. Shortly
you shall find yourself wondering that you could ever have
been so stupid as to think any two of them the same.

Exercises for training the ear and tongue are fully given.
The pupil should listen to these ear -exercises, until he has
caught some difference, between the t's, for example, and then
attempt to say them. Trying to say them before any differ-
ence is recognised, is like having the blind draw, or the deaf
sing. Let the pupil use sight and touch to supplement his
defective hearing, and so gain a quick recognition of whether
it is dental or cerebral "t", trilled or flapped "r", aspirate or
unaspirate "k". Train your ear to answer all these questions
for itself, without more than a repetition of the word. Do not
go through life asking, "Is it 'hard' or 'soft'?" "How do you
spell it?" etc.

Still more subtle differences of pronunciation are found in
the vowels, which though usually said to be like the corres-
ponding English vowels, do yet differ from them by a very
noteworthy difference. This difference is not apparent to one
just from the West, and it remains unnoticed by many all
their lives. See sec. 24,25.

13. Difficulties of Syntax. These are most manifest in
the matter of genders, but this is not so much the case with
the Urdu pronouns, as with the English, for the Urdu pro-
nouns are of one form for all genders in each of the persons,
but it is in the noun, adjective, and verb, that this gender diffi-
culty comes to the fore. We learn that kdld means black and
roti bread, but we must not say kdld roti, but kali roti, since
kdld is the form that goes with the masculine, and roti is
feminine. Yet we must say kdld pdni, for pdni is masculine.
This is for some an almost insuperable obstacle, yet it must
be overcome, otherwise the effect is often painful and always
grotesque. It is as bad for us to say "kala roti", as it is for
them to say of a woman, "He went to town".

Case, tense and gender forms of the other parts of speech
are a very great difficulty, but they must be systematically
attacked and thoroughly mastered. It is the aim of this manual

T O mim _

to introduce nothing that shall not aid in the solution of these
difficulties, and to leave none such difficulty unprovided for.

14. Grammar by Paradigms. To teach grammar by para-
digms is contrary to the inductive method. It is rather taught
by the introduction of these forms in sentences. To teach
Mai n hu n , tu hai, wuh hai, ham hai n , turn ho, wuh hai n , I am,
thou art, he is, we are, you are, they are, is worse than use-
less, for the instant that you wish to use one of these forms
in a sentence, you must unlearn the combination taught and
say it in another order. E. g. Wuh hai = He is, but to say
"He is black" we must not say wuh hai kala. but change
and say "wuh kala hai". Nothing should be learned in juxta-
position, which does not so occur in speech. If forms are
learned from paradigms, that will give no practical mastery
of them, while if learnt by this system in sentences from slips,
one will be able to use them in every day speech.

15. Diversification. "Oral composition", as Prendergast
calls it, or the changing of model sentences by the substitution
of other common words in the place of those that occur in
the model, is the only way to secure facility in conversation.
When we have learned the sentence, "John is going to the
city for meat", and have also learned other sentences, such
as "We will take you to the station to get the box", we can
take the sentences and change them thus, We are going to the
city for meat for the box for you. John will take you
for the meat, etc., and thus by the gradual introduction of
nouns and pronouns as subjects, of verbs, adverbs, etc., we
get command of the language. This is really the true path
to the mastery of any language. Not a "royal road" perhaps,
but a sure and fixed path, from which the wayfarer need
not go astray. Few, however, have the moral stamina,
shall I say? Certainly, few have the perseverance, to do this
as it ought to be done. Few teachers have that true appre-
ciation of what it is to learn a language which will enable them

to insist on intelligent repetition of the same words and idioms,
until they are firmly fixed in the minds of their pupils. Few
teachers* or pupils really know the almost numberless repeti-
tions that are required before any new idiom is thoroughly
grasped. It requires wonderful patience on the part of the
teacher, with a kindly encouraging of the pupil, rather than
hard looks and upbraiding for a failure of memory, or slip of
the tongue. "You had that yesterday" is not a thing to be
said very often. Expect from yourself, and from every pupil,
numerous lapses of memory, when it comes to the fixing of
Urdu idioms. Be patient with your memory. Do not expect
it to learn more than a limited number of words at first. Ex-
pect it rather to require twenty repetitions for each word,
perhaps a hundred for each idiom, and thousands for every
difficult pronunciation, before that is fixed correctly in the
memory and on the tip of the tongue. The Diversification
Table at the end of the book should be begun in the second
or third month, and used until thoroughly familiar.

URDU PHONETICS.

1 6. Phonetics. The science of speech -sounds is called
phonetics, or sometimes, phonics. These sounds are formed
from the breath. The lungs are the bellows, from which the
stream of breath is forced out through the vocal passages, as
required. This breath is modified in various ways, as it passes
out. If unchanged, it forms pure breath sounds, but if the
vocal chords in the larynx are thrown in front of it, it becomes
vocalized, just as the organ reed makes the air from the bellows
resonant. Such sounds are called sonant, or voiced, while the
unvoiced sounds are called surd, voiceless, or breath. The old
division was vocal (vowel), sub- vocal (voiced), and aspirate (breath).

17. Unmodified breath. This gives no sound. When

* If your teacher is ignorant of this fact, teach him a sentence in English,
or other unknown tongue, till he is able to give it fluently, as a demonstration.

vocalized it is usually called "voice". Vocalised breath is the
basis of the vowels. This is formed into different vowels by
the varying shape of the mouth. A vowel, then, may be defined
as a sound formed with an open oral passage. As there may
be almost unlimited shapes of the mouth cavity, so there are
numberless vowels, just as there are countless colors; but, as there
are seven primary colors so are there according to Bell, nine
primary vowel positions, from which the others are formed by
various modifications. Urdu, however, has three primary vowels
only, a, i, u, from which the others are formed. See sec. 25.

1 8. Consonants. If the stream of breath, as it is thrown
out is obstructed in its passage by compression, through near
approach of upper and lower organs, or shut off entirely by
close contact of the organs, then we have a class of sounds
that are called consonants. These are often wrongly defined
as sounds that cannot be made alone (con-sonant), although
we can make s-s-s and z-z-z, sh-sh-sh, zh-zh-zh, as long as
our breath lasts, without associating any vowel sound at all.
Properly, a consonant is a sound that is produced by stopping
or squeezing the stream of breath, vocalised or not, at some
particular point or points in the mouth. Hence our consonants
go in pairs of breath and voice, as p and b, s and z, t and d,
sh and zh, ch and j, t and d, k and g, kh and g, the only differ-
ence between the two being that breath in the first is changed
to voice in the second. Any one putting his fingers in his ears
or laying a finger on his larynx Adam's apple and saying
s-s-s and z-z-z alternately, can recognise the difference by the
vibration. Care must, however, be taken not to call them by
their names, ess and zee, but simply to give the hiss and buzz.
The consonants that are formed by squeezing the breath till
it produces friction are called "fricatives", or by some "continu-
ants", as their sound is continuous.

19. Primary Positions. There are in Urdu, and most Indian
languages, five primary positions, where the sound is "stopped"

the lips, teeth, arch, roof, and soft palate, as shown in the
diagram, (p. 17.)

If the nasal passage is left open while any one of these
stops is maintained, then we have the corresponding nasal
letters; at the lips, m; at the teeth, n; at the arch, n, which
is common to Punjabi and Spanish; at the palate, n, which is
found in Punjabi, Hindi and Sanscrit; and, at the soft palate,
n, usually written ng in English, and though occurring in Urdu
is included in, and not distinguished from, the "nun gunna" (n),
which latter is not usually a separate sound, but only a modifi-
cation of a vowel sound, caused by leaving the nasal passage
open. Many Westerners do this unconsciously, and so fail to
distinguish between hat, is, and hai*, are. This nasality often
arises from a catarrhal condition which prevents the complete
closing of the passage into the nasal chamber, and so the sound
echoes about in the nose cavity, and the speaker says things
he does not intend. The nose ordinarily plays only the office
of a sounding board, and the larger the nose the more resonant
should be the voice but it is not to be kept open for talking
through. Nasality in speaking can be tested by laying the
finger on the side of the nose. If there is a slight tremor, the
sound is coming through the nose. In prolonging the sounds
of m, n, ng, the holding of the nose will soon stop the sound,
showing the character of their formation to be nasal. Compare
cuts XVI and XVII.

20. Kinds of Consonants. Consonants, then, are divided
into stops, fricatives, nasals, aspirates, and trills, as shown in
the accompanying table. Aspirates are those stops that have
a bit of breath following them, while trills are a mixture of stop
and fricative. If we name the consonants by the position of
the tongue and other organs in their formation, we have labials,
dentals, palatals, cerebrals, and gutturals. H is a pure aspirate
with a slight friction, now at one point in the mouth and now
at another.

Positional
Names

Names by Formation

Stops

Fricatives

Nasals

Aspirates

Trills

breath

voice

breath

voice

breath

voice

breath

voice

breath

voice

Labial

Dental

Palatal

*
sh

zh, y

chh

Cerebral

Guttural

k,q

*
kh

ain,g

n, ng

* h is a breath fricative, with friction now in one part, now in another part of the mouth,
f f and v may be called labio -dentals.

I, A lips.

E lower front teeth

2 lower edge of upper
front teeth.

3 back of upper front teeth

4 gums above upper front

teeth.

5 arch of palate

6 roof of mouth, hard pa-

late.

7 front of soft palate.

8 back of soft palate.

9 Uvula.

10 back wall of pharynx.

11 nasal passage.

12 Epiglottis.

13, 14 vocal cords.

15 larynx, "Adam's apple".

16 gullet.

17 stream of breath.

18 where its direction is

determined by the
uvula.

I, O, U, Y, tongue, in differ-
ent portions.

Let H represent the aspirate stream of breath
2 H represent the aspirate stream of breath divided

V represent the voiced stream of breath
2 V represent the voiced stream of breath divided
N represent the nasal passage open.

Breath and a closed nasal passage are assumed in all unless otherwise
expressed.

Then of the Stops Aspirates

Continuants or
Fricatives

Nasals

Al T n fA _1 "HH nil

2 A + 2

(A +I )VN =m

+ I P ( A ~T L ) P u

3 2H

(K _L iW H fA -L. TWH Vili

A + 2

(I+3)VN = n
(U+7) VN =ngor

I + 3 = t' (I + 3 )H =th

4 I + 3_
H

n ' -rW ri rr i ?WH rivi

1 + 3

Trills

O4-A ch fO4-^H rhh

s 1 + 3 ,

14. 6 = t

: + 6)v=d

(I + 6)H =th
(I_j_6)VH=dh

+ 5
V

= zh

= kh

g (U + 7) VH =gh

Y+8 = q

1 English t is I + 4 Italian t is I + 3 Turkish t is I + 5
* This means the lower lip placed against the upper teeth, that the
stream of breath is divided, which also keeps lips and teeth apart. ;.

~ = Eng. th in thin

= Eng. th in thee, but it differs

from / in being front divided, while 1 is back divided.

4 That is, the tip of the tongue is kept from touching the teeth by
the breath.

5 That is, a touching and then an opening of that position.

6 (O + 4)NV = g f Punjabi, Spanish (I + 6)NV = n Punjabi, cerebral n.

21. Organic Basis. As compared with the vowels and
consonants of the English language, those of the Urdu have
several noteworthy differences, not simply in the formation of
individual letters, but also in what Sweet calls "organic basis";
that is, the manner in which the vocal organs are held while
speaking. In all India we note that the vocal organs are tense
and rigid, and that the lips are drawn back at the corners,
technically called "spreading", and this, in connection with the
following characteristic, gives a harsh, tin-panny quality to
their speech. The other basal characteristic, the low back
tongue, gives an open throat, and thus the sound is directed
to the upper front teeth. This focussing of the sound so far
front, together with the excellent vibration arising from the
teeth, gives unexcelled carrying quality and clearness to Urdu
speech. This "spreading" is noticeable from Peshawar to
Bombay. If my theory is correct it will be found all along
the Arabian coast, and in all districts, where the sun is very
bright. It is probable that the bright sunshine, which causes
a squinting of the eyes, sympathetically draws up the corners
of the mouths. Spreading, then is a climactic modification of
speech found in hot arid countries.

22. Aspiration. Urdu consonants differ from the corre-
sponding English sounds, not only on account of the organic
basis, but in the following particulars: p and b, k and g, differ
from the English sounds in that they have no extra breath
with them. Breathiness will give us the corresponding aspirates,
ph and bh, kh and gh. Aspiration may be felt, long before
the westerner can hear it. Hold the back of the hand
close to the mouth, as you say pa, ba. If you can feel
any breath on your hand, then you are saying, not pa, ba,
but pha, bha. It may also be distinguished, if the fingers
are held in the ears, by the hiatus that comes between the
p and the a. The hiatus is the k. Whispered ko and whis-
pered go should have the same sound. Whispered go seldom

has any aspiration, and from that we may learn to make ko,
also without aspiration. There is probably no point where we
English speaking foreigners are more commonly at fault than
in failing to eliminate the aspirates. This same difficulty arises
in China, where it is said a missionary has all his life, instead
of praying to "tien fu" heavenly father, prayed to "thien
fu" crazy father. This method of distinguishing aspirates will
apply also to the letters t, th; d, dh; ch, chh: j, jh; t, th; d,
and dh.

Sweet says that French and German do not have these
breathy consonants. To acquire the ability to form the stops
without aspiration, let the pupil stand erect, take a fairly full
breath and keeping the ribs expanded, hold the breath in by
taking a good grip on it with the throat. While thus holding the
breath, let the pupil form p, t, ch, t, k, and after he is able
to do this without the escape of any voice, let him say pa, ba, ta,
da, etc.

t 23.* (a) p and b are formed by the closing of the lips on
breath and voice respectively,

Cut I.
Formulae,

A + i = p,
(A+ i) v =b,
(A + I)H = p h,
(A + i) VH = bh.

(b) t and d though called dentals in English are not so,
being formed against the upper gums, but in Urdu they are
made against the teeth. In diagram p. 17, 4 is the posi-
tion of English t, and 3 of the Urdu t.

* N. B. Sec. 23 requires not less than an hours study in connection
with pp. 17. 18. It cannot be understood as algebra.

Cut II.
Formulae,

I + 3 -= t,
(I + 3 ) v = d,

dh>

(c) Urdu f is made with the upper teeth on top of the
tensed lower lip and v is made with the lips and teeth in the
same position, but with the same effort that one makes when
he says the English w, or, in phonetic phraseology, accom-
panied by "inner rounding".

Cut III.
A + 2

A + 2

= f

= v,

2V
but modified
ace. to sec. 27.

(d) ch and j. These are simple stops formed by the blade,
a half inch back of the tip of the tongue, not the tip,
coming against the palate, just above the gums, rather forward
of the English position.

Cut IV.

O + 4 = ch

(0 + 4) v =j
(O + 4) H = chh

Most phoneticists claim that ch and j are compounds of
tsh and dzh, as x is of ks. This is not correct, as may be
shown in several ways. T is made by the tip of the tongue.
Now eliminate the tip by catching it under the lower teeth,
or by protruding it, and still you can make a "ch". It has
been heard as a single consonant by many peoples, and it has
a corresponding nasal, n, and sibilants, sh, zh, as have, also, the
other stop positions. The fact that it is written tch, as in watch,
makes many, who cannot trust their own ears, feel that it must
have a / in it. That "t" effect arises from a doubling of the ch
sound. In India "kachcha" is written by Englishmen "kutcha".
and we see that the English word "suggestion" is given in the
dictionaries as "sud-jestyun" although there is no "d" in it,
only the "shut" j, which to untrained ears gives the "d" effect.

ch and j are "top-shut" consonants, made by having the
"top", or blade, of the tongue, about one half inch from the

Cut V.
O + 4

H
O + 4

= sh
= zh,

Cut VI.
+ 5

point, come against the hard palate, sh, zh, are sibilants
formed in about this same position, y a little further in.

V (e) t and d are called cerebral because they are formed
right up under the cerebrum, by the tip of the inverted tongue

Cut VII.
I + 6 = t

(I + 6) H = th
(I + 6) v = d
(I + 6) VH = dh

shutting against the roof of the mouth,
point-stop consonants.

They are inverted-

(f) r is a trill made by the tip of the tongue vibrating
against the upper gums, just at the base of the teeth. It
takes some many months to get it. In its formation it is
necessary that the back of the tongue be depressed, while in
forming one of our English r's the back of the tongue rises very
high. Take a mirror, open your mouth and try to say "r".
Note how your tongue rises. It must be kept down, else you
cannot make the "soft" r, which is made by the tip. With
mirror in hand depress your tongue by yawning and then note
the muscular sensations, when your tongue is down. Cultivate
those till you are able to keep it down. A speedier method
is to hold the front ringer of either hand right under the
middle of the tongue in front of the larynx, and push up
toward the eyes. Resist with the muscles of the tongue, and
this will depress the back. While thus pushing and resisting,
try to make the point r.

Cut VIII.

= s.

V
U3

r is an "inverted-flap" consonant. It is formed by the
tongue going to the "d" position the tip being far enough from
the "roof" to allow voice to pass freely over, and then flapp-
ing forward, with a new impulse, flat between the lower teeth.

Cut IX.

(g) k and g are quite like the English sounds but must
be made carefully, without any escape of breath.

Cut X.

q is farther back in the throat. If you will say key, kay,
kaw, carefully, you will note that the tongue recedes. Put
it back one step farther and you will have the "q".

Cut XL
Y + 8 - q.

(h) kh and g are formed by the friction, of breath and
voice respectively, between the back of the tongue and the
soft palate. Any one who can make the Scotch ch in loch,
or the German ch in ach, can easily make the g by changing
breath to voice, as z is made from s.

Cut XII.

U + 7

U + 7
V

kh
g

(i) ain is usually denoted by a dot under, or an reversed apo-
strophe (') before or after the vowel. It is ordinarily not sounded
in Urdu, although its presence often modifies a vowel's sound.
Ain is not formed, as Czermak claims, simply by passing voice
through the approximated vocal chords, but, in addition to
this, the posterior pillars of the uvula are so drawn together
that the passage of breath produces the fricative Hha, and

voice gives Ain. Eliminate the raised tongue from the kh and
the g, and you will get the Hha and the Ain.

(j) m, n, and ng, are the nasals formed from holding the
organs in the position for b, d and g, respectively, with the
nasal passage open.

Cut XIII.

(A+i)

VN _

Cut XIV.

Cut XV.

If we hold our tongue at the j position and open the
nasal passage as we make a sound, we get the Spanish n,
and from the d position the Punjabi, Sanscrit, Hindi n.

(k) n, signifying "nun gunna", is not properly a separate
sound worthy to be ranked as a consonant, but is only a nasal
modification of a vowel. Yet before k and g it usually denotes
the sound of ng in sing.

Cut XVI = a.

Cut XVII = a N = an.

24. Organic Basis of Urdu Defined. The organic basis
of Urdu, in the terminology of Bell and Sweet is called
"narrow". (I had rather say "tensed", for the organs are
all tensely drawn.) The tongue is widened and depressed
at the back, the throat is opened wide, the lips are drawn
back and up from the teeth "spread" and the tone is
focussed on the front teeth. The best English speakers and
singers focus the stream of breath on the hard palatal arch,
but in India both speakers and singers focus right against the
teeth, giving a very harsh, metallic, and penetrating quality to
their voices.

To ascertain the organic basis of any tongue, have a
native yawn audibly, and then, imitating him, note what are
the positions of the various organs. The audible vowel of
yawning is called the "natural" vowel.

25. Vowels. Urdu vowels differ not only on account of
the teeth focus, the spread lips, the flattened tongue and

generally tensed organs, but in another very material particular
they are perfectly level. English long vowels invariably end
in a glide, if final, and usually in other positions, though when
unaccented they are often without the glide. If you will
prolong the "ey" of they, or the "i" of machine, then
you will find that they finish off with an upward movement
of the tongue, giving a slight "y" effect. If you do not notice
it, make it with opened mouth and you will see it. The same
effect is noticed in the "ai" of aisle. In o, u, ow, as in so,
rule, and cow, we notice another glide, but here of the lips,
which gives a "w" effect. If the ear does not admit it, the eye
will, if you use a mirror. In most English mouths, also, "a"
as in father has a slight glide. It seems almost impossible
for the English speaking races to hold a sound perfectly level,
and finish it off without a glide. (Can this be the reason that
in spelling bow, they, etc., the w and y, which seem needless
to most of us, have been put on?) New and Old Englanders
also insert a sound, as in "keow" for cow, hyer, for here, etc.
This is counted provincial except when it comes before u, as
in "cute", which is "rightly" (?) pronounced "kyoot", but "kyow"
never.

The vowels of Urdu are pure and level.

26. Vowel Sounds, (a) a is as a in father; e as first e in
elite; i as in machine; o as in obey; u as o in who, but without
glides.

(b) a is said to be like u in but, nevertheless, it is quite
different, owing to the differing organic basis; i is similar to i
in it; u resembles oo in good, but is unlike it, in that it has
only "inner" rounding. See s. 27.

(c) The two diphthongs au and ai, differ no little from
the supposedly corresponding sounds in English of ow and
long i, for they are composed of different elements. English ow
(au) is composed of ah + o, but Urdu au of a (short) + o
(short). English long i is a diphthong made up of ah + ee, but

Urdu ai has a (short) + a shortened e. Skillful singers, of
course, prolong the first, not the second, element of these
diphthongs, in either tongue.

27. Rounding. This is a making of the mouth round, at
the lips, called outer rounding, or, at the back of the tongue,
called inner rounding. It is found in English o, u, w, and wh.
It is exaggerated by the Scotch, as in good, and is reduced
by Urdu speakers to simply inner rounding, where the lips
are spread, but the back of the mouth is made round between
the tongue and soft palate. It is of course possible to make
o and u, with outer rounding alone, but until the pupil can
give them with only the inner rounding he must fail to get
the peculiar native effect. Inner rounding is the peculiar
characteristic of the Urdu "w" or "v", as you choose to
write it.

28. Catching Sounds. To get a true conception of Urdu
sounds is the first thing. To do this, either get the teacher,
or other Hindustani, to prolong the sounds, or get him to sing.
If you cannot get a singer, have some native, who is rather
unfamiliar with English, repeat one of the following sentences
after you, while you note the peculiar quality of the recurring
vowel, (a) He, she, we eat meat, (b) Make a plate for eight
apes, (c) Joe, own no oats, no oaks, (d) Fool, you, to woo
a shrew, (e) Up, ugly umpire, up, up, up. (f) It hit it. (g)
A bull could pull it full, (h) A cow now found a sow. (i) I
might fight to night.

It will require much and patient listening before the con-
cept of a strange sound is correctly fixed, but until then it
cannot be reproduced at will. Whispering the sounds, and
hearing them whispered, will often reveal the secret of their
difficulty.

As we cannot hear ourselves well when we are trying to
make these sounds correctly, it is a good idea to hold a

slate or other hard substance before our mouth, to reflect the
sound to our outer ear.

29. Double Letters. These give some trouble, because
we seldom double letters in English, and in Hindustani, we
fail to do more than give a "doubled" "stop", one and a half
times. This Urdu doubling can best be explained by noting
Bell's explanation of a consonant, as consisting of two parts,
"a position and an action; the position, one of conjunction,
and the action, one of separation, and both are necessary to
perfect articulation". Urdu doubling, then, takes place in the
following manner: e. g., dabbi, the lips closing for the first b,
give the b effect, and then, opening by a new impulse, we say
"bi"; achchha, the tongue shuts off the a by conjunction with
the palatal arch, giving to an English ear the "t" effect, and
then by a new impulse, we say chha. In the English words,
book-case, and night-time, the k and t are doubled in this
manner.

Note, however, full doubling continuants, wholly as con-
trasted with holy.

30. Intonation. This is a very important subject, which
I hope to be able to elucidate some day. So far as Urdu
is concerned, all I can say now is, that the measure seems to
be "staccato" with a prominence given to the last emphatic
syllable. Most Indians, and foreigners brought up in India,
speak their English with this intonation, and in their manner
of making s, z, and n, betray the place of their birth. If the
Indian and those English, who are brought up in India, are
ever taught to speak English properly, it will be when pho-
netics is taught in such a way that they can discriminate
between the two modes and give each at will. Unrecognized
brogue and intonation are difficult to acquire or cast off.

31. A Good Ear. A good ear is not necessarily a musical
ear, but one that can recognise differences, and enable the
voice to imitate them. The best ears need cultivation, and

the training, which can only come from a thorough analytic
study of sounds and their elements. It will require the best
ear and careful work to master all these sounds, so that they
can be made naturally, within six months. Few will accomplish
it under a year, and for some it may take several years of
careful watching, before the brogue, which you brought with
you, is content to remain in the background.

32. Phonetic Training. What a splendid equipment such
a training would be! When this problem is taken up as it
ought to be, no one will be allowed to go as a missionary
without this most necessary preparation. For those who go
to lands whose people have no written tongue, such a training
should be obligatory. It is high time that haphazard ways be
displaced by time and labor saving devices.

33. Learning to Read. After the language has been
learned, there will be no trouble in learning to read it, if it is
printed in Roman, or English, letters, but if it is in some strange
character, as Persian Urdu, Hindi, Tamil, Arabic, or Russian,
then it may take some effort. Beginning with the primer is
simply wasting time. The best plan will be to have the
character worked in along with these model sentences, so that
as they are being committed, the strange forms of these words
may be impressed on the eye. The munshi should do this
writing clearly on the slips. If, however, this cannot be done
(and circumstances have prevented this book being published
on that plan), then it would seem best to go about it thus :
Take a chapter of St. John's Gospel, and read it in the Roman
until you are thoroughly familiar with it, then take it up in the
character. After your copy is familiar, read out of another
copy of the same edition. Then take another edition, or
another version, and thus train your eye to a quick recog-
nition of the words. Repetition will here, too, be the key to
success.

34. Future advancement in speaking Urdu will be partly

through unconscious imitation of those who speak Urdu with
you, but, for those in the Punjab, whose opportunities of hearing
good Urdu are limited, such advancement will be made by
consciously memorizing the correct idioms and by diversifying
them, until they are thoroughly familiar. The student will under-
stand that this manual deals only with the simplest speech.
To stop here will never entitle any one to be called an Urdu
scholar. Hooper's Help to Hindustani Idioms will be useful in
advance work.

35. Memorizing. It has been shown that the power of the
human memory in committing word lists such as those of a
foreign language is very limited. One half is forgotten in an
hour, and 60 % over night. Consequently to master the whole
and retain 100 /o> as we demand, will necessitate a good many
repetitions.

36. RULES FOR THE ACCENTUATION OF URDU
WORDS.

1. The vowels a, e, i, o and u, and the diphthongs au and
ai are called long; while a, i, and u are called short.

A final syllable takes the accent only when it contains a long
vowel followed by a consonant, or a short vowel followed by
two consonants.

2. Final open syllables (that end in a vowel) never take the
accent, unless the words are roots, or foreign importations: sard,
bard, done, but judd, Khudd, sazd (foreign), and hatd, kard
(roots).

3. Final closed syllables with a long vowel, take the accent:
baydn, diler, saldm.

4. If the penult has a long vowel, with the ultima also long,
and closed, there will be even stress, as dsmdn,farmdn, sdis, sdmdn.

5. If the ultima is short or open, accent is on the first pre-
ceding long syllable: as dushman, dabbi, batti, memsdkiba, banid.

6. As root words are accented, so are the derivatives
accented: utarnd, utartd uiarnewdlidn.

7. Compound words retain the accent of the original words :
Kutub-farosh , db-o-hawd, ham-khidmat, ham-jamd'at, chauki-
ddr.

8. An apparent exception may be found in the ad-
verbs, ka/idn, ja/idn, yakdn, but it is likely owing to the fact
that these are compounds of the word "haw", place, with a
word of sub-ordinate rank, hence by rule 7, the accent is on
"haw".

37. If you will note the accent of the foreign words that
have been adopted into Urdu, you will catch the key to their
accentual measure.

Charge

Cheque

Chimney (lamp)

Double (strong)

M. D.

Dress

Drill

Dozen

Decree (of court)

Depot (military)

Flannel

Frock

Form (to be filled)

French

Frank, foreigner

Fire (a volley)

Foot, two -foot

rule.
Glass
Kirche, Kirk,

church
Church building

Afsar

Officer

Chdva]

Akat

Act (of Law)

Chik

Aldar

Elder

C/timni

Angrezi

Anglais (English)

Dabal

Ap/7

Appeal

Ddfaar

Ardali

Orderly

Dares

Astabbal

Stable

Darill

Baggi

Buggy

Darjan

Baikal

Bible

Digri

Bakas

Box

Dipu

Bawk

Bank

Falalain

Bamba

Pump (?) water-

Fardk

pipe

Fdram

Barang

Bearing (to pay)

Faran^zsi

Karuck

Brooch

Faraygi

Baian

Button [vant

Fail

Bera

Bearer, head ser-

Fut, do-fut

Biskit

Biscuit

Bis/zap

Bishop

Gilds

Bota\

Bottle

Gir]a

Bord

Board

Brtchis

Breeches

Gir]a-ghar

But

Boot

Govfarnmat

Haspi&f/

Hospital

Me jar

Major

Hota\

Hotel

Mmat

Minute

Inglistdn

England

Mitmg-en

Meeting-s

jdkat

Jacket

Nambar

Number

Jel

Jail

Padri

Padre (Rev.)

]&\-khdna

The Jail

Pdkat

Packet

]arnail

General

Pat

Pot, chamber

]arnaili Sarah Grand Trunk

Patlun

Pantaloons

Road

Yaret

Parade

Jin

Jean, cotton cloth

Pu\is

Police

ATtfz'sar

Caesar

Rofaman

Regiment

Kd\ar

Collar

Rapat, rapdt

Report

Kam0t

Commode

Rap\\

Reporter (from

Kamara

Room, camera

the village to

Kampani

Company

Gov't)

Y^anastar:

Canister (of oil)

Rasid

Receipt

Kanstabal

Constable

Ril

Reel (of thread),

Kaptdn

Capt. (Supt. Po-

spool

lice)

Sikint

Second

Kartus

Cartridge

Sa^^/tar

Secretary

KaunsA.

Council

vS//pat

Slippers

Koda

Coal, charcoal

Sapich-en

Speech-s

Kot

Coat

Sdr]an

Sergeant

Wdskot

Waistcoat

Sartif^/

Certificate

Lains

Lines (of police)

Sharut

Cheroot

Lal/z

Lantern

S/tisham

Lamp

(kothi)

Sessions (house)

Lat

Lord

Siga/r/

Cigarette

L^char

Lecture

S\mint

Cement

Lekchamr

Lecturer

Tamdtar

Tomato

Mdchaz

Matches

Tam<5ku

Tobacco

Mani Adar

Money Order

Tamtam

tumtum, dog- cart

Mar#

Market

77zz'etar

Theater

yiaskin

Machine

Tz'kas

Tax

Tin

Tin, can.

Kd\a]

College

Warant

Warrant (for ar-

Hedmdsta

Headmaster

rest)

Tzchar

Teacher

Ya/zzidi

Jew (term of

Tzchari

Teaching

abuse, also)

Kdpi

Copy-book

Ya/zz2din

Jewess

Dartl

Drill

Rel

Railway

Sale?

Slate

Relze/tfi

Ry. Dept.

Pinsal

Pencil

Isteshan

Station

Nib

Nib, pen-point

THcat

Ticket, postage

Hauldar

Pen-holder

stamp or visit-

Ish/zi/

Stool

ing card

Binsh

Bench

Plet/aram

Platform

Rul /msal

Lead pencil

7>zjin

Engine

Rul

Ruler

Tern

Time

jugrdfiya

Geography

Fas&tds

First Class

Aljafaa

Algebra

Sakanklds

Second Class

Arithw^tik

Arithmetic

7;ztar

Intermediate

Ash/aw/

Assistant

Thirds

Third Class

In^/z/tar

Inspector

Gdrad

Guard

Pas (ho jana)

To pass

Lainklir

Line Clear

Fel (hona)

To fail

Sangal daun

Signal Down

Bi E

B. A.

Shant

Shunt

Em E

M. A.

7>z>ak

Brake

Kirkat

Cricket

Buk karna

To book

Bat

/teal

Parcel

Aut

Out

Is^zi/

School

7v!^e-buk

Log-book

Hae \skul

High School

Hal-^mara

Hall

Loar Parai-

Fu/ba\

Football

mari

Lower Primary

Chif Kot

Chief Court

^4/par Parai-

Kot Ins/zVtar

Court Inspector

mari

Upper Primary

Dip\\

Deputy

Midal

Middle Dept.

Kamzs/inar

Commissioner

Intrdns

Entrance

Kalattar

Collector

- 36 ~

Ka^z/ti Committee Sa-wz'ti Society

Mimbar Member BarzVztar Barrister

Siti Puls City Police Jaj Judge

38. Indian Words in Common English Use.

Jungle

Jangal

Attar^orOtto, Itr, essence, ex-

_t uMa

Cooly

Qu\i

of roses

tract

Typhoon

Tu/tf7z, a storm

Pyjamas

Pde]dma, leg-

Monsoon

Mausxn, season

clothes

Faker, fakeer

Fa^z'r, a holy

Punkha

Pankha, fan

beggar

Dacoity

Da&zz'tf, robbery

Loot

Lutr\a, to plun-

Dacoit

Dakait, Ddku,

der

highway rob-

Bazaar

Bazar

ber

Bungalow

Bang\a

Thug

Thag, assassin

Bucksheesh

"Bakhshish, gift

Vizier

Wa^zV, prime mi-

Howdah

Hauda, elephant

nister

saddle

Kismet

Qismat, fate

Mahout

Ma/ywat, ele-

Nabob

Naivdl>, ruler

phant driver

Punjab

Pa.njd&

Sultan

Cowry-shell

Kauri, a shell

Hooka

Hugqa

Sepoy

SipdM, soldier

Moslem

Mussalmdn

Curry (and

Mohamme-

Mohammadi

rice)

Kdri, spiced meat

dan

Mogul

Mugal, Afghan

Hindu

family

Kohinoor

Koh-i-nur (mt. of

Koran

Quran, Moslem

light)

Bible

39. Indian Words in ordinary Anglo-Indian Use.
Shasters Skdsira, Hindu Syce Saw, groom

Bible Ayah

Durbar Dar&z^ court

assembly Khit

Gharry Gdri, carriage,

cart

Chit

Aya, nurse-
maid

Khidmat^r,
waiter

letter

Beesty

Bi/u'sMi, water-

Ryot

Ra'z'yat, subject

man (ordinary

(of a king)

educated na-

Kutcherry

Kac/ia/iri, court-

tive says

house

*<i

bhishti)

Kutcha

Kachcha, poorly

^ ^

Almaira

Alw<zn,wardrobe,

made, unripe

cup-board

Pucka

Pakka, well made

Deccan

Dakkhan, the

Nulla

Ndla, a ditch

Xi ^

south

Moulvie

* Maulavi, Moslem

Maund

Man, forty ser,

teacher

^ ^

Seer

83 Ibs.
Ser, two pounds,

Chutnee

Chatni, hot pick-
les

$j X "

sn^

one qt.

Rajah

Rd]a, king

.
x>

^ 4.

Chittack

Chha/tf/z^, 1/16

Allah

Alia, God

.$'<*)

of ser, 2 oz.

Nautch

Nach, dance

-''

^ ^

V Q

Topy

Topi, hat, cap

Urdu(Oordoo) Urdu, camp

V ty

Sola topy

Sun helmet

Mussock

Maskak, water-

Rupee

Ru/#(?, 1 6 annas

skin

Anna

Ana, a penny,

Veds

F^da, Hindu Writ

two cents

Zamindary

Zamin^zn,

-
'^

! <&

Pice

Paisa, 1/4 anna

Ranch

Pie

Pdi, I/ 12 anna

Lakh, Lac

Lakh 100,000

Tola

Tola, weight of

Carore

l&aror, I O OOO OOO

-o

rupee

Mela

Mela, a fair

Durry

Dari, cotton car-

Chaprassy

Chapnzsi, servant

pet

Chowkidar

Chaukiddr,

Charpoy

C7/rpaf,bedsted,

watchman

i. e. a four-

Lumberdar

Lambar^?/-,

poster

headman

Teapoy

Tifldi, 3 footed

Dooly

Doli, palankeen

table

Munsift

Judge of small

Godown

Goddm, store-

court

house

T/zana

T/tdna, police

Dufter

Daftar, office

station

Thdn&ddr

Tahyz/

Putwaree

Dep. Inspector
Police

A county, town-
ship

County officer,
revenue collec-
tor

Patt&dri, village
land recording
officer

Chowney

Mufussil

Ekka

Kotwdl
Kotzvdli
Tiffin

CMdoni, military

station

Mufassil, out-
lying, as oppo-
sed to city
Efcka., one horse

cart

Chief of Police
Police Station
Tiffm, lunch

EAR AND TONGUE EXERCISES.

Directions for Study. Have the moonshee (munshi) pro-
nounce the Oordoo (Urdu) words until you can catch them
clearly. He may have to repeat them eight or ten times be-
fore you are ready to try even to give them. Cultivate the ability
of careful accurate hearing. Watch his lips and his tongue.
Have him put a little stick, half an inch long, between his jaw
teeth, so that you may see the working of his tongue* This
is especially important in learning the cerebral sounds. Have
him open his mouth widely, when he gives the a and a sounds,
and note how the prolonged sounds ring against the teeth.
Observe how, when he says khana, and kana, the h of the first
comes against the back of your hand, when held close to his
mouth. Practice these exercises for fifteen or twenty minutes,
twice daily, for the first two months. When you are able to
recognise the differences, as you watch the munshi's mouth, try
to catch them when his back is turned. Get others to give you
the same sounds. When the munshi tells you that you have
these sounds very well, test him by making mistakes intention-
ally. Make a list from the exercises, one word from the t's, two
from the aspirates, etc., and dictate them to him. You can
easily tell by his writing whether he has told you the truth.

Yet it may be that he recognises, not the sound, but your
facial contortion, so try them on some one else.

Do not expect too much of yourself, but expect to master
these not sooner than six months, and that, perhaps, it may
take a good while longer. Never despair. Never get beyond
listening to the exact words that fall from people's mouths.
When you find that your temper is rising too high, at the
munshi's, or your own, stupidity, change to something else.
When you are reading, do not allow more than two or three
corrections of any one pronunciation. If you cannot get the
vowel sounds, try to imitate the sound which the native makes
in yawning audibly. Take a mirror and throw your tongue
violently back and forth; or sing a-a-a, keeping the tongue
low down at the back. Until it is low, you cannot give the
vowels correctly. Practise the exercise of sec. 22.

Exercises for Ear and Tongue?
Wuh ata hai. (a) He is coming.

(b) That is meal (of wheat).

(a) She (this one) is crying.

(b) This is bread.

(a) That is a saw.

(b) He is obstinate.

(a) This is pulse (dal).

(b) This is dal (d).

(a) Those horses are coming.

(b) Those whites (soldiers) are
coming.

(a) That is dinner.

(b) He is one-eyed.

'I. (a)

(b) Wuh ata hai.

2. (a) Yih roti hai.
(b) Yih roti hai.

3. (a) Wuh ari hai.

(b) Wuh ari hai.

4. (a) Yih dal hai.

(b) Yih dal hai.

5. (a) Wuh ghore a rahe hain.
(b) Wuh gore a rahe hai.

6. (a) Wuh khana hai.

(b) Wuh kana hai.

The meaning also must not be neglected.

7. (a) Wuh bari hai.

(b) Wuh bari hai.
s (c) Wuh bhari hai.

(d) Wuh barhi hai.

8. (a) Yih kha li hai.

(b) Yih khali hai.

9. (a) Wuh gol hai.
(b) Wuh gol hai.

10. (a) Gul kyun kiya?

(b) Gul kyun kiya?

11. Note the difference between
English and Urdu words.

(a) He (She) is free.

(b) She is big.

(d) She has grown, increased.

(a) (He, or, She) has eaten
this. 7 .

(b) This is empty.

(a) He is or, That is round.

(b) That is a crowd.

(a) Why did you put it out
(lamp).?

(b) Why did you make a noise?

the sounds of the contrasted

Mali, gardener Molly

Billi, cat Billy

Kar, do Cur

Par, on Purr

Dur, far Doer

Dak, post, mail Dock

Pet, belly Pate

Pit, bile Pit

Ho, be Hoe

Pul, a bridge Pull

Hai, is
Ek, one
Sach, truth
Mili, got
Mez, table
Sais, groom
Faram, corruption
Pur, as Nurpur
Lo, take
Do, give

High
Ache
Such
Milly.
Maize
Syce
of form
Poor
Low
Dough

Doubled Letters.

12. (a) Yih mera galla hai. (a) This is my flock.

(b) Yih mera gala hai. (b) This is my neck.

</ 13. (a) Larka leta hai.

(b) Larka leta hai.

(a) The boy takes (it) or is
taking it.

(b) The boy is lain down.

15-

(a)

(b)
(c)
(d)

(a)
(b)
(c)
(d)

16. (a)

(b)
(c)

17-

18.

19.

(a)
(b)

(c)

(a)
(b)
(c)
(d)
(e)
(0
(a)

(b)

Is ko do dena.
Is ko dho dena.
Is ko duh dena
Is ko dho dena

Mere pas khara hai.
Mere pas khara hai.
Mere pas kara hai.
Mere pas kara (Pun-
jabi) hai.

Yih 'aurat khati hai.
Yih 'aurat katti hai.
Yih c aurat katti hai.

Larke deke gaye.
Larke dekhke gaye.
Larke dekhe gaye.

Pata mujh ko do.
Patta mujh ko do.
Patta mujh ko do.
Pattha mujh ko do.
Mera kapra phata hai.
Mera. kapra phatta hai.

Yih bakra mera bakhra

hai.

Ihuda khaliq hokar

khud hamari khidmat

karta hai.

20. (a) c Aurate sath hai.

(b) c Aurate sat hai.

21. (a) Wuh "gol" kahta hai.

(b) Wuh "gol" kahta hai.

(a) Give him two.

(b) Wash this.

(d) Carry this away.

(a) I have the genuine.

(b) He is standing by me.

(d) I have the bran (of gram).

(a) This woman eats.

(b) This woman spins.

(a) The boys gave and went.

(b) The boys saw and went.

(a) Give me the information.

(b) Give me the leaf.

(d) Give me the young one.

(e) My garment is torn.

(f) My garment is tearing.

(a) This he-goat is my portion.

(b) God although (lit. being)
Creator does himself serve
us.

(a) The women are along.

(b) There are seven women.

(a) He says "gol" (round).

(b) He says "gol" (crowd).

22. (a) Wuh chizen gharon men (a) Those things were lying in

par! rahin.

the houses.

(b) Wuh chizen gharow men (b) Those things were lying in

pari rahi#.

the water jars.

pari rahi;*.

the forts.

23. (a) Ismit Sahib daure gaye (a) Mr. Smith has gone to camp

ham.

(itinerating).

(b) Ismit Sahib daure gaye (b) Mr. Smith has gone running,
haiw.

24. (a) Admi chhappar men
baitha tha.

(a) A man was sitting(lit. seated)
in the hut.

(b) Admi chhappar men (b) A man was sitting in the

pond.

baitha tha. (P)
(c) Admi chhappar men
baithta tha.

Note that it is "baitha tha", not "baitha ta", nor baithta td, but thd.

25. (a) Us ne bari minnat ki

thi. (a) He pleaded very hard,

(b) Us ne bari mihnat ki thi. (b) He worked very hard.

26. (a) Wuh gayi hai.

(b) Wuh gayi hai#.

(d) Wuh gae hai.

(e) Wuh gae hain.

27. (a) Wuh kaha?z para hai?

28. (a) Wuh thatti hai.

(b) Wuh tatti hai.

(a) She has gone.

(b) They (women) have gone.

(d) That is a cow.

(e) Those are cows,

(a) Where is it (or, he) lying?
(b) Wuh kahaw parha hai? (b) Where did (you) read it?

(a) Thatisthe"thatti"-outcaste
quarter.

(b) That is a screen (privy,
latrine).

Be careful, when you want to go to the first, not to do as
I did, ask for the second, and get the reply, "There is no
"tatti" in the villages".

(a) He put the lo-lb. weight on
the carpet

29. (a) Us ne dhari dari par

dhari.

(b) Kaf aur Qaf men kya
farq hai?

(d) Us ki qabr ki khabar
deni chahiye.

30. (a) Bat (a) Thing, matter,

res.

Bhat Rice, boiled.
Bat* Path, way.
Bhat* A bard.

(b) What is the difference be-
tween k and q?

(d) One ought to give news of
his grave.

(b) Bag
Bhag

Bag
Bagh

(d) Tori
Thori
Tori

(e) Batti (e) Wick, lamp. (f) Korf

Bati Twisted. Kori

Bhati Furnace. Korhi

Batti Small weight. * Khori

g) Sare (g) All (h) Kira

Sare Let him burn (P) Khira

Sarhe 1/2 more than Kirha*

(i) Pari (i) A fairy (j) Der

Parhi Read (past, part) Derh

Pari Lying (fem. part) Drier

Phari* Buckler

* Not in frequent use.

(b) Rein.
Fortune;
(verb), Run.
Garden.
Tiger.

(d) Torn.
A little.
Turnip like
plant.

(f) Score, twenty.
New* unused.
A leper.
An alley.

(h) Worm, insect
Cucumber
Wormy

(j) Lateness

One and one half
Pile, heap

(k) Dana
Dana

(k) Wise
Grain

(1) Sina
Sina

(1) To sew
Breast

(m)Usselado.(m)Bring it from

him

Use la do. Bring it and
give it to him

(o)Bachcha (o) Child
Bacha Escaped

Kam Work

Kham * Immature

(q) Bura (q) Evil

Bhura Brown, earth

colour
Old
Sawdust

(n) Ham men (n) In us

Hame

Tumhew

Turn

(p) Banna
Bana
Kam
Kham

(r) Bheri
Ben
Beri
Berhi*

To us
To you
In you.

(p) To be made
Is made
Little
Curved

(r) Ewe, sheep.
Boat,handcuff
Punjab plum
Crooked

Burha

Bura

Men' burhi bheri bhuri ben men berhi beri ke bare bure
patte kha rahi thi. My old ewe was eating the very bad leaves
of the crooked "ber" in a brown boat.

(s) Ka

(s)0f

(t) Ra

(t) Name of r

Kah

Grass

Rah

Way, path

Mother

Jah

Grandeur

Mah

Month

Many other words are found in the language, which are
thus distinguished by only one sound, but if these are well
mastered, so that the pupil can give them without facial con-
tortion, and in such a way that the untutored native readily
catches them, he will have no difficulty with any others that
he may run across.

It will be best if the munshi puts these single words in
simple sentences as i.

* Not in frequent use.

45 -

MODEL INDUCTION SENTENCES.

LESSON I. PAHLA SABAQ.

I. Bahut achchha khana taiyar karna chahiye.

very good food ready to-do is-desired.

[You] must get a good dinner ready.

Directions for study. Write off the above three lines on
a stiff slip of paper. Have the munshi utter the clause in two
parts, as printed, of three words each. Learn it thus in two
"breaths", not from the printed page but from the munshi's
mouth. It may be necessary to say each part at first, word
and word about. 1 Keep your eyes on the English translation,
so as to carry the idea of the clause in your mind. Work
away at this repetition, until you can say the six words without
pausing. Now, continue to say them alternately, with the
munshi, noting as much as possible his expression and into-
nation, and trying to imitate them. When you can say them
fluently alone, then begin to try to get up to a speed of 300
syllables per minute. Your first lesson may not give you more
than the ability to repeat them alone, for it should not last
longer than a half hour, lest it weary you. After a rest you
may take it up again. One week is not too long to spend
on lesson I, with reviews continued over another week or two,
until it simply cannot be forgotten. There is nothing in it that
you can afford not to get. Slow, you may think, but it will
often be found that what one has learned one day has complet-
ely slipped the mind by the next. The Derivative Sentences
should be so well in hand, that you can instantly express
the ideas, as well as understand them when you hear them.
Write them off, too, on slips of paper, and learn them in the
following manner: Repeat I until you can give it at the above
rate. Now take up 2. Repeat it in conjunction with I, and I.

i Write only the English translation or the other side of the slip and
later use only that.

- 46 -

When you can give the three, twelve times in a minute, then
you can take up 4. Repeat 4 thus, I and 4, i and 4, 2 and 4,
3 and 4. Get the whole list of sentences so that you can give
them in regular, inverse, any, order, at this same rate of speed. 1
If you lay them aside for a few days, you will find that the
speed test can not be met. One's ability in mastering com-
binations of strange sounds is very limited. See p. 59, Speed
Tests.

Vocabulary.

11. Kya?

12. Han

13. Nahi;z

14. Ap

1. Bahut Much, very

2. Achchha
Achchhi Good

3. Khana

4. Taiyar

5. Kar-na

6. Chahiye

Food, dinner

Ready

To do, make 15. Ko

Is wished, ought 16. Thora

7. Sahib Sir, Gentleman, 17. To

Mr 1 8. Hi

8. Memsahiba Mrs.

9. Missahiba Miss 19. Yih
10. Hai Is. 20. Wuh

Derivative Sentences.

What?

Yes

You (never to ser-
vants)

Little

indeed

indeed, emphatic
particle

This

That.

1. Khana taiyar hai? or,
Kya, khana taiyar hai?

2. Taiyar hai. or, Han, taiyar
hai.

3. Khana achchha hai?

4. Achchha hai, or,
achchha hai.

1. Is dinner ready? or What,
is dinner ready?

2. It is ready, or, Yes, it is
ready.

3. Is dinner good?

4. It is good, or, Yes, it is

good.

1 I have heard it suggested that it is easier to memorize by threes.
After tiring of I, take up I, then when you have wearied of that, try 2 for
15 minutes and then come back to I. It is worth while trying this method
at first. Repeat clause I six times in 15 seconds. Repeat the whole lesson
in 40 seconds.

5. Bahut achchha hai.

6. Memsahiba,khana taiyar hai.

7. Bahut achchha.

8. Khana chahiye?

9. Ha, chahiye.

10. Khana taiyar karna.
n. Bahut achchha, sahib.

12. Bahut achchha khana
chahiye.

13. Achchha, memsahiba.

14. Khana taiyar karq.

15. Khana bahut hai?

1 6. Ha;z, bahut hai.

17. Khana bahut achchha hai?

1 8. NahiX achchha nahm hai?

19. Khana ap ko chahiye?

20. Nahfo chahiye.

5. It is very good.

6. Madam, dinner is ready.

7. Very well.

8. Do you wish dinner?

9. Yes, I do.

10. Get dinner ready.

11. Very well, sir.

12. I want a good dinner.

13.
14.

IS-
1 6.

17-
1 8.
19.
20.

21. Apko bahut khana chahiye? 21.

22. Nahi, bahut nahirc chahiye, 22.
thora chahiye.

23. Khana to bahut thora hai. 23.

24. Apko thora khana chahiye? 24.

25. Ha#, thora hi chahiye. 25.

26. Khana thora hai? 26.

27. Thora? Hai hi nahm. 27.

28. Sahib ham? 28.

29. Haw, hai;z. 29.

30. Hai nahi/z. 30.

31. Yih kya hai? 31.

32. Wuh kya hai? 32.

33. Kya hai? 33.

Certainly, madam.
Get dinner ready.
Is there dinner enough?
Yes, plenty.

Is the dinner very good?
No, it is not good.
Do you require dinner?
No, I don't. (It is not requir-
ed.)

Do you wish a good deal
of food?

No, I don't want a lot, only
a little.

There's very little dinner.
Do you want butlittle dinner?
Yes, just a little.
Is the food short?
Short? There is none at all.
Is the gentleman of the
house in?

Yes, he is (lit. They are).
He is not, It is not, She is not.
What is this?
What is that?
What is it?

48 -

LESSON II. DUSRA SABAQ.
II. Apni roti jaldi khao.

own bread speed [with] eat.

Eat your food quickly.

Directions. Write the three lines on one slip. Have the
munshi repeat them till you are able to give them alone, and
then take them up in connection with clause I. Acquire speed
up to nine repetitions of this four-word clause in fifteen seconds.
Watch your watch. Write English on the reverse and use
that only, after the first day.

Vocabulary.

Apna Own-referring to Gosht,

apnf the supject of the

apne verb my, his

their, your etc.
bread, food,
quickness

eat-you Karf bhat,

to come thori

Roti

Jaldi

Kha-o

Ana

Rona to cry

Ata, ati, ate coming

Rota, roti, rote crying

Huzur Your Presence

Janab Your Honour

achchha Meat.
Alu, achchhe Potatoes
Chapati,

achchhi
Ata, thora

Bread, loaf, cake
Meal

Curry (&) rice

Chhbti Haziri Little breakfast
"tea and toast"

Bari Haziri "Big" breakfast
Haziri Attendance

Bhi too

The adjectives by their endings in a, i, and e, show the
gender. It is not, however, necessary to remember that gosht
is masculine, roti feminine, etc., but only to associate the a, i,
or e ending with the particular word.

Derivative Sentences.

1. Roti khao. i. Eat bread.

2. Khana khao. 2. Eat dinner (food).

3. Kya, roti taiyar hair 3. Is the bread ready.

4- Ha, huzur, taiyar hai.

5. Kya, roti achchhi hai?

6. Haw, janab, bahut achchhi
hai.

7. Yih roti to bahut achchhi
hai. Kya wuh bhi achchhi
hai?

8. Khana taiyar karo.

9. Roti taiyar karo.

10. Jaldi karo.

11. Khana jaldi khao.

12. Khana jaldi taiyar karo.

13. Khana jaldi chahiye.

14. Roti jaldi chahiye.

15. Bahut thori roti chahiye.

1 6. Khana jaldi khana chahiye.

17. Roti bahut nahiVz hai, thori
hai.

1 8. Apni roti taiyar karo.

19. Ap ko ek hi roti chahiye?

20. NahiVz, mujh ko do, tin
rotiaw chahiye^.

21. Yihi roti sahib ko chahiye.

22. Khansamaw, chapatiaw
taiyar karo.

23. Ata nahi;z, memsahiba.

24. Achchha, bazar se lao.

4. Yes, sir, it is ready?

5. Is the bread good?

6. Yes, sir, it is very good.

7. This bread is very, good,
indeed. Is that good, too?

8. Get dinner ready.

9. Get the bread ready (or,
the meal ready).

10. Hurry up.

11. Eat dinner quickly.

12. Get dinner ready quickly.

13. I want dinner quickly.

14. The bread is needed quickly.

15. Very little bread is needed.

1 6. (I, you, or, he) must eat
dinner quickly.

17. There is not much bread,
only a little.

1 8. Get your own bread (food)
ready.

19. Do you want only one loaf?

20. No, I want two or three
loaves.

21. The master wants only this
bread.

22. Make some "chappaties",
cook - /-Kx-t^v <*-i+*r<+

23. There is no meal, madam.

24. Well, get (bring) some from
the market.

Vocabulary. '

Misri, thori Sugar

Chini, thori Sugar

Cha (or, chae) Tea

Cha achchhi

Dudh, thora Milk

Namak, thora Salt

Pani, achchha Water

Gilas Glass, tumbler

25. Kya alu achchhe haiw?

26. Ha#, achchhe hai.

27. Ap achchhe hai?

28. Turn achchhe ho?

29. Cha le jao, achchhi nahiw
hai.

30. Yih misri le lo, achchhi hai.

31. Do gilas dudh hame
chahiyew.

32. Thori chini do.

33. Achchha gosht ham ko do.

34. Yih namak thora hai.

35. Kari bhat dikhao.

36. Pani do.

Tin

Lao, le ao

Lo, le lo

Le-jao

Jao

Dikhao

Two

Three

Give

Bring

Take

Take away

Show, pass.

25. Are the potatoes good?

26. Yes, they're good.

27. Are you well? (never "ap"
to a servant.)

28. Are you well? (to an inferior)

29. Take the tea away, it is
not good.

30. Take this sugar, it's good.

31. We want two glasses (of)
milk.

32. Give (me) a little sugar.

33. Give us good meat.

34. This is too little salt.

35. "Pass" me the curry and rice.

36. Give me (some) water.

Grammar.

Note that the declarative and interrogative forms of sen-
tences are often on paper, though differing in intonation, the
same, yet the latter may have a "kya", "what?" The infinitive
khana, is from the root "kha", to which add "o", for the impe-
rative "khao"; and so kar-na gives kar-o. Thus the imperative,

1 The best way to learn the genders of nouns is to associate them with
an adjective or verb in a or i, and not try to remember them as "masculine"
or "femimine".

r r __

!ao is from lana, dikhao from dikhana, jao from jana. Do and
lo, are from the roots, de-na, le-na, so that de-o, le-o are con-
tracted to, do, lo, in Urdu, but not in Punjabi. Ana "to come",
rona "to weep" give the imperative forms ao, ro, though we
occasionally find rod.

Adjectives agree with their nouns so that we have, achchha
khana, thora dudh, achchhi roti, thori misri, and in the mas.
plural, achchhe alii. In the fern, pi., we add for nouns in f, as
roti, "arc", making rotiaw, while chahiye in the plural becomes
chahiyew, for either gender.

Language Practice. Take the various articles mentioned,
or else write off the various words on slips, and let the munshi
ask as he hands the slip, or points to the article, "Yih kya
hai", and the pupil answer "Yih roti hai", "Yih cha hai",
"Yih dudh hai", etc. etc., until all the words come readily.

2nd. Let the words gosht, namak, dudh, pani, ata be
substituted, one by one, for khana, in I 3, 4, 12, 13 and 33, 34.

3rd. Write out on slips the words roti, kari, bhat, chapati,
tiffin, chhoti haziri, bari haziri, misri, chini, cha, and substitute,
one at a time, in sentences II 3, 5, 6, 12, 13, 29, noting the
adjective is achchhi.

Remember the rule: "Nothing is learned till it comes readily".
If you pick up any other words, learn them. Thoroughness

conquers.

LESSON III. TISRA SABAQ.

III. Kyuwki aj mere lie because to-day for me

for to-day my for

Learn to say in one breath, alternating, after able to say
it alone, with a few of the previously learned sentences.

Note that "lie", ending in e, takes the "e" sound in the pre-
ceding word, and always requires it, if possible. Mere in other
relations may be merd, or meri, yih meri roti hai, yih mera
khana hai, yih mere alii hai;z. So we have apni roti, apna
khana, apne lie.

Directions to the munshi (who should see to it that the
pupil uses these and not English).

1. Phir bolo, or, Phir kahiye I. Say (it) again,
(polite). aw f Set fat;

2. Ahista A bolo. 2.

3. Bat meri samajh men nahiw 3.
ati.

4. Samajh men ai? 4.

5. Thik hai? 5.

6. Haw, thfk hai. Nahin, thik 6.
nahifl hai.

7. Wuhlafz phir kaho (kahiye). 7.

8. Is ka talaffuz mujh se nahi 8.
hota.

9. Pata

10. Bas.

11. Bas karo.

12. Thahr jao.

Derivative

1 . Jaldi karo, kyu^ki mere liye
bahut achchhi roti taiyar
karni chahiye.

2. Jaldi karo kyuwki mera bhf
khana taiyar karna hai.

3. Apne liye roti taiyar karo.

4. Achchhi bat, janab.

5. Kya, yih men roti hai?

6. Ha, yih ap ki roti hai.

10.
ii.
12.

Speak slowly.

I don't understand. (The

matter into my understand-

ing comes not.)

Did you understand? (Did

it come in?)

Is it correct?

Yes, it's right. No, it's not

correct.

Say that word again.

I can't pronounce this.

I don't know. (There is no

trace.)

Enough. That will do.

Stop.

Wait.

Sentences.

1. Hurry up for you must get
some very good bread
ready for me.

2. Be quick, for my dinner,
too, is to be gotten ready.

3. Get bread ready for your-
self.

4. Very well, sir. (Good word,
sir.)

5. Is this my bread?

6. Yes, this is your bread.

7. Kya wuh roti achchhi hai?

8. Yih sahib ki roti hai.

9. Kya, wuh gilas ap ka hai?

10. Memsahiba ki roti kahaw
hai?

11. Aj ke lie roti hai?

12. Ha (aj ke lie) bahut hai.

13. Ap ke lie roti bahut hai.

14. Ap ka khana taiyar hai.

15. Ap ke khane ke lie char
rotia ham.

1 6. Bas hai.

17. Turn apni roti jaldi khao,
kyu#ki do sahibo ke lie

f khana taiyar karna hai.

1 8. Aj panch sahib logon ke
lie khana taiyar karna hai.

19. Bazar jana hai, gosht lana
hai, khana pakana hai, ba-
hut kam karna hai.

20. Khane ke lie do rotian leao.

21. Cha ke lie dudh misri le ao.

22. Wuh rotiaw bahut achchhi
haira.

23. Aur roti lao, kyu^ki yih
thori hai.

24. Ap ko dudh aur roti, dono,
chahiyeTz?

7. Is that bread good?

8. This is sahib's bread (of
the gentleman).

9. Is that glass yours?

10. Where is the madam's
bread?

11. Is there bread [enough] for
to-day?

12. Yes, there's plenty (for to-
day).

1 3.Thereis enough bread foryou.

14. Your dinner is ready.

15. There are four loaves for
your dinner.

1 6. It's enough. (They are
enough.)

17. Eat your own food quickly,
for dinner must be gotten
ready for two gentlemen.

1 8. Dinner must be gotten ready
for five sahib log (Eu-
ropeans) to-day.

19. (I have) to go to the shops,
to bring meat, to cook the
dinner to do a lot of work.

20. Bring two loaves for dinner.

21. Bring milk and sugar for
the tea.

22. Those loaves are very good.

23. Bring more bread, for this
is not enough (is little).

24. Do you want both milk
and bread?

54 -

25. Yih roti lo, khansama, yih 25. Take this bread, cook, this
bahut hi achchhi hai. is most excellent.

Note that "ka" is the equivalent of '"s". The sahib's dinner,
Sahib ka khana, which would be, sahib ki roti, sahib ke alii
according to gender and number. There is no word for the
definite article.

Vocabulary. Alfdz.
again Naukar log

Phir

Bolo, bolna

Ahista*

Mat

Samajh

Mew

Bat

Speak, to speak

Slowly

Mustn't den /

Understanding

thing, idea,

saying

Thik right, correct.

Pahla, pahli first
Dusra, dusri second
Tisra, tisri third
Lafz, alfaz word, words
Talaffuz pronunciation

Se from

Pata trace, address

Nahi(na-hai)No, is not

Char
Panch
Bas
Log
Pakana
Kam
Aj

Mera, meri,
mere

four

five

enough

people

to cook

work

to-day

my, mine

Bera

Khansamaw
Khidmatgar
Bihishti

Mihtar

Bawarchi

Masalchi

Sais

Aya

Ghas-kat

Mali

servants, ser-
vant-folk

Bearer, head-ser-
vant

butler, cook,
steward;

"khit", table -ser-
vant

waterman,
"beesty".

sweeper

cook

scullion

Syce, groom

ayah, nursemaid

grasscutter

gardener

Gwala, gawala Cowman

Darzi

Dhobi

Dhobin

Chaukidar

Chaprasi

Munshi

tailor

washerman

washerwoman

watchman

messenger boy

teacher

Pankhe-wala punkha-puller
Mihtarani sweeperess

* This, contrary to rule, has the accent on the first syllable.

Li'ye, or lie for

Kyuwki because, for,

since

Ka, ki, ke 's", of
Naukar Servants

Khansamin cook, or cook's

wife
Pankhe-wali punkha- puller,

(woman)
Malin gardener's wife.

LESSON IV. CHAUTHA SABAQ.

IV. Ai khansamaw, zara pine ka pani abhi mujh ko dekar
O cook, a little drinking of water now me to having-given.
Cook, please give me a drink now; and

Note the change of "pina" to "pine", before ka, being used
as a verbal noun. Pi-na gives the root pi, to this the ending
"kar" forms the participle which denotes a time precedent to
its verb, and may often be translated by and, and it is 'in con-
sequence called the "conjunctive" participle. Zara is used with
imperatives to soften the command.

Derivative

1. Pine ka pani do. (They^say)
Pani do.

2. Wuh roti bhi de do.

3. Sahib ka khana dekar roti
khao. >

4. Khidmatgar, zara pani pilao.

5. Roti khakar khana taiyar
karo.

6. Roti khakar bahut pani
na pio.

7. Apni roti mujh ko do.

8. Pani jaldi pikar zara mujhe
bhi do.

9. Pani pine ke liye aur roti
khane ke liye ham ko de do.

Sentences.

1. Give me a drink.

2. Give that bread too.

3. Serve the Master's dinner
and then eat.

4. Waiter, please give me a
drink.

5. Eat and then get dinner
ready.

6. Don't drink a lot of water
after eating.

7. Give your bread to me.

8. Drink quickly and give me
some too.

9. Give us some water to drink
and bread to eat.

- 56 -

10. Ihansama meri roti taiyar
karta hai. [hai.

11. Wuh mail apni roti pakata

12. Main dabal roti khata hu#,
turn kya khate ho?

13. Wuh larka dudh pita hai.

14. Yih larki cha piti hai.

15. Larki,* tu kya khati hai?

1 6. Larke, tu bhi yihi roti khata
hai?

17. Ha, ham sab yihi roti
khate hain.

1 8. Turn log wuhi roti khate ho ?

19. Wuh sab larke makkhan
roti khate hain.

20. Wuh admi do do rotian
khate hain. [hain.

21. Yih larkiaVz bahut dudh piti

22. Ihuda ham T ko aur turn ko
bhi roti deta hai.

23. ]huda tujh ko aur us ko
bhi deta hai.

24. Ap khansamaw ko dudh
dete hai#?

25. Nahi, wuh ap hi leta hai.

26. Khidmatgar ap ka namak
khata hai.

27. Ap un se dudh aur mak-
khan lete haiw?

28. Wuh dudh mere liye hai.

29. Yih namak tumhare lie nahiw
hai.

10. The cook gets my bread
ready. [own food.

11. That gardener cooks his

1 2. I eat raised bread, what do
you eat?

13. That boy drinks milk.

14. This girl drinks tea.

15. (My) girl, what do you eat?

1 6. My boy, dost thou eat this
bread?

17. Yes, we all eat this bread.

[bread?

1 8. Do you all eat only that

19. All those boys eat bread
and butter.

20. Those men eat two loaves
each. [milk.

21. These girls drink lots of

22. God gives me (us) and you
too (our) food.

23. God gives to thee and to
him, too.

24. Do you give the cook milk ?

25. No, he takes it himself.

26. The khit eats your salt
(serves you).

27. Do you get milk and butter
from them?

28. That milk is for me.

29. This salt is not for you.

* Not used in address, save to God.
f Often used for the singular, mujk ko.

30. Yih rotian hamare lie ham.

31. Yih pani tere lie hai.

32. Chhe rotiaw us ke lie hain.

33. Un ke lie sat chaukiaw
. chahiyew, bazar se lao.

34. Sahib khana khate hain.

35. Naukar log kam karte hain.

36. Un admion ke liye roti jaldi
lao.

37. Is admi ke liye ath das
rotiaw le ao.

38 VVuh admi larkiow ke liye
roti laj-aha hai.

39. In nau larko/z ke liye cha
?la do.

40. Islarkekirotibarikharabhai.

30. These loaves are for us.

31. This water is for thee.

32. Six loaves are for him.

33. Seven chairs are required
for them, bring them from
the shbp.

34. The master is eating dinner.

35. The servants are at work.

36. Bring bread for those men
quickly.

37. Bring eight or ten loaves
for this man Vn ^ kW

38. That man is^bringing bread
for the girls.

39. Bring tea for these nine
boys.

40. This boy's bread is verybad.

Conjugation*

I eat bread
Thou eatest bread
He eats bread
We eat bread
You eat bread
You eat bread
They eat bread.

Maiw achchhi roti khati hun
Tu achchhi roti khati hai
Wuh achchhi roti khati hai
Ham achchhi roti khati hai;z
Turn achchhi roti khati ho

Main roti khata
Tu roti khata hai
Wuh roti khata hai
Ham roti khate ham
Turn roti khate ho
Ap roti khate hai
Wuh roti khate haiw

I eat good bread
Thou eatest good bread
She eats good bread
We eat good bread
You eat good bread

* Remember that these paradigm sentences must not be learned by
rote, but from slips. So that any one, at any time, in any connection, may
be freely used.

- 58 -

Ap achchhi roti khati haw
Wuh achchhi roti khati haw

Maw apna kam karta hiw
Tu apna kam karta hai
Wuh apna kam karta hai
Ham apna kam karte ham
Turn apna jcam karte ho
Ap apna kam karte haw
Wuh apna kam karte haw

You eat good bread
They eat good bread

I am doing my own work
Thou art doing thine own work
He is doing his own work
We are doing our own work
You are doing your own work
You are doing your own work
They are doing their own work.

Maw apna kam karti hu

Tu apna kam karti hai

Wuh apna kam karti hai She etc.,

Ham apna kam karti haw

Turn apna kam karti ho

Ap apna kam karti haw

Wuh apna kam karti haw

Note that "wuh" is used as the personal pronoun for "he",
"she" and "it", but also as "that", and that "wuh" and "yih"
have each the same form for both singular and plural.

Write out the declension of the personal pronouns from
the lessons thus far.

The present tense is composed of the present participle,
which is formed by adding "ta, ti, te" to the root, compound-
ed with the required form of the verb hun, hai, ho, haw.
This present has the meaning of "he eats", and "he is eating",
for which latter they have also another present, wuh roti khd
rahd hai,' as 38.

Note the two case forms of mas. nouns in "i", the three
of ferns, in "i", the four of mas. in "a' 1 . Observe the formation
of ferns, from mas. as larki from larka. Nouns have two usual
forms in each number, absolute, used for nom. and obj. and
an "oblique" or "formative", which had best be called a prep-
ositional form. To these we may add the vocative.

Achchha Achchhi
Achchhe Achchhi
Achchhe Achchhi

Achchhe Achchhi

Absolute Larka Larki Admi

Prepositional Larke Larki Admi

Vocative Larke, Larka Larki Admi

Plural

Absolute Larke Larkiarc Admi

Prepositional Larko Larkiow Admio# Achchhe Achchhi

Vocative Larko Larkio Admio Achchhe Achchhi

Speed Tests. The pupil should now be able to repeat
the model sentence, Ai khansama/z, zara. pine ka pani abhi
mujh ko dekar, apni roti jaldi khao, kyuwki aj mere liye bahut
achchha khana taiyar karna chahiye, nine or ten times a
minute. Be sure that this rate is attained-and maintained for
a month. Have the derivative sentences so that you can give
them very readily. If you are living up to laboratory tests and
forgetting 60% over night, it will take a good deal of re-
peating to bring the residue up to ioo/o- A man followed
his two children of five and six years around one whole day,
and kept count of every word that they said all that day. When
sufficiently rested to tabulate results, he found that they had
each made 15000 word utterances. This means a lot of talking,
a lot of repeating of these few words that are thus far in your
ken to bring your daily word utterances up to 15000. Repeat,
but keep your mind alert, by timing yourself, and trying to beat
your best record.

Articles of food
Pulse, dal
Soup
fowl
roast
stew

rice and meat
cooked dry

Vocabulary.

Alfdz.

Zara

a little, "please"

Khane ki

Larka

boy

chfze#

Larki

girl

Dal

Admi

man, person

Shorba

Bara, ban'

big

Murgi

Kharab

bad, vicious

Kabab

Ath

eight

Ishtu

Nau

nine

Pulao

Das

ten

Ek, pahla,

pahli One, first

Do, dusra,

diisri Two, second

Tin, tisra,

tisri Three, third

Char, chautha,

-i Four, fourth

Panch, panch-

waw, -win Five, fifth
Chha,chhatha,

-thi Six, sixth

Sat, satwaX

satwfe Seven, seventh
Ath,-wa;/,-wi;z eight, eighth
Nau,-wa,-wi7zNine. ninth
Das,-wa,-wiTen, tenth,
Gyara, -wan,

-win Eleven, eleventh

Bara, -wan,

-win Twelve, twelfth

Pishpash rice and meat

cooked
Khir, thori rice boiled in

milk
Khichari rice and dal, dry

kachchf cooked

Maida, thora fine flour
Chawal,

achchhe rice husked, in

grain

Suji, thori wheat-germ meal
Sabzi, thori vegetables,

greens

Putin Pudding

Sirka, thora vinegar
Gae ka gosht Cow's meat, beef
Bherikagosht sheep's meat,

mutton

Hem Ham, bacon

Phal, taza fruit, fresh

Interrogative

All interrogative words beg
does question, as do our English

1. Kya yih ap ka larka hai?

2. Yih kya bat hai.

3. Yih larka kaun hai?

4. Daktar sahib ka larka hai.

5. Han han, thik hai. Unhin
ka larka hai.

6. Ap ka bara larka kaha hai ?

Exercises.

;in with the sound of "k", as
interrogatives with wh.

1. Is this your boy?

2. What do you mean by this ?
(What's this thing?)

3. Who is this boy?

4. He's the Dr. 's boy.

5. Yes, yes, that's right. It's
his boy.

6. Where is your older boy?
(or oldest.)

7. Wuh to shahr men hai?

8. Shahr men kyun hai?

9. Thik pat a nahm. Ap kyu;/
puchhte hai;/?

10. Daktar sahib ke kitne larke

1 1 . I-vhansamatf, turn kya karte

12. Koi hai? t ho?

13. Koi nahm. or, Haw, baba
log ham.

14. Sahib kidhar gaye ham.

1 5 . Wuh to shahr ko gaye hai;/.

1 6. Yih admi kaisa kam karta
hai?

17. Yih to bahut achchha kam
karta hai?

1 8. Sahib shahr se kab ate ham ?

19. Wuh panch baje ate ham.

20. Wuh tiffin kab khate ham?

7. He is in the city?

8. Why is he in the city?

9. I don't know exactly. Why
do you ask?

10. How many boys has the
Civil Surgeon?

11. Cook, what are you doing?

12. Is any one here?

13. No, no one, or, Yes, the
children are.

14. Whither has sahib gone?

15. He has gone to the city.

16. What sort of work does
this man do?

17. He does very good work
indeed.

1 8. When does the master come
from the city?

19. He comes at five o'clock.

20. When does he take lunch?

Vocabulary. Alfdz.

Kya

What?

Kaisa, kaisi,

Kaun?

Who?

kaise

What kind of?

Kahaw?

Where?

Kab?

When?

Kyuw ?

Why?

Kai?

How many?

Kitna?

How much ?

Shahr

City

Kidhar?

Whither?

Baja, baje

Struck, o'clock

Interrogative Exercises. Sawdliye Jumle.

1. Kya baja hai? i. What time is it ? (What has

struck ?)

2. Ek baja hai. Sawa baja hai. 2. It is one o'clock. 1/4 more

than one.

3. Derh baja hai. 3. It is half past one.

4. Paune do baje hai. 4. 1/4 less than two have

struck.

5. Dobajehaiw. Tin baje haiw. 5. It is two o'clock. It is three

o'clock.

6. Dhai baje hain. Char baje 6. Two and a half have struck.
hai#. It is four.

7. Paune tin baje hain. Sawa 7. 1/4 less than 3. 1/4 more
tin baje. than 3.

8. Sawa tin, sarhe tin, paune 8. 3 : 15; 3 : 30; 3 : 45, or,
char baje hain. 3 1/4, 3 1/2, 3 3/4.

9. Sawa char, sarhe char, 9. 4 1/4, 4 1/2, 4 3/4.
paune panch.

10. Sawa panch, sarhe panch, 10. 5 1/4, 5 1/2, 5 3/4.
paune chha.

11. Sawa chha, sarhe chha, n. 6 1/4, 6 1/2, 6 3/4.
paune sat.

12. Sawa sat, sarhe sat, paune 12. 7 1/4, 7 1/2, 7 3/4.
ath.

13. Sawa ath, sarhe ath, paune 13. 8 1/4, 8 1/2, 8 3/4.

nau - [das.

14. Sawa nau, sarhe nau, paune 14. 9 1/4, 9 1/2, 9 3/4.

15. Sawa das, sarhe das, paune 15. 10 1/4, 10 1/2, 10 3/4.
gyara (or, yara).

16. Sawa gyara, sarhe yara, 16. n 1/4, n 1/2, n 3/4.
paune bara.

17. Sawa bara, sarhe bara, 17. 12 1/4, 12 : 30, 12 : 45.
pauna ek baja.

Note that in numbers, "sawa" is a qr. more than, and "paune"
a qr. less than, the number it precedes. ' Baja changes to baje.
beyond "derh", one and a half, as it is a participle, and agrees
with its noun, "two have struck". Avoid saying "tin baja",
rather, tin baje, do baje. Sawa does not change its form, but
paune is pauna with ek.

- 63 -

Vocabulary.

Bajna to strike, ring Sarhe one half more than

Baja,baje struck Derh one and a half

Sawa a quarter more than Dhai two and a half
Fauna, -e, a quarter less than

Exercises in money.

1. Is ka kya dam hai? I. What's the price of this?
or, Is ki kya qi'mat hai? What's the value of this?

2. Ek rupaya. Do rupae. 2. One rupee. Two rupees.

3. Bara pai ek ana. 3. Twelve pie one anna.

4. Char paise ek ana. 4. Four pice one anna. .

5. Sola ane ek rupaya. 5. Sixteen annas one rupee.

6. Do athannia# ek rupaya. 6. Two eight anna bits one rupee.

K/. Pandra rupae ek savran. 7. Fifteen rupees one sovereign.
s*

Note that "rupee" is not the Urdu form, but that we say
"ek ru/>tfja", and not "ek rupee", but "do, tin ru/toze", not rupee.
Note the accented syllable in Urdu.

Get these numbers at your tongue's end, for you may lose
money some time if you are not well up in "sawa's" and "paune's".
1/4, 1/2, 3/4, i, i 1/4, i 1/2, i 3/4, 2, 2 1/4, 2 1/2, 2 3/4, 3,
3 1/4, 3 1/2, 3 3/4, 4, 4 1/4, 4 1/2, 4 3/4, 5, 5 1/4, 5 1/2, 5 3/4,
6, 6 1/4, 6 1/2, 6 3/4, 7, 7 1/4, 7 1/2, 7 3/4, 8, 8 1/4, 8 1/2,
8 3/4, 9, 9 i/4, 9 1/2, 9 3/4, 10, 10 1/4, 10 1/2, 10 3/4, n,
n 1/4, ii 1/2, ii 3/4, 12, 13, 14, 15, 16, 17, 18, 19,20,25, 50, 100.

Pau, adha, tin_ gau, pauna ser, tera chauda, pandra, sola,
satra, athara, unnfs, bis, pachis, pachas, sau, ek kon ya bis.

Lj - Qu V ./

vocabulary.

Dam price Paisa pice, money

Qimat value Athanni eight anna bit

Rupaya rupee, money Chauanni four anna bit

Pai one-twelfth anna Pau a quarter

Ana one-sixteenth ru- Chauthaf one fourth

pee Chautha hissa a fourth part

- 6 4 -

Tisra hissa a third part

Do daf c a

two times

Adha half

Tin daf a

three times

Tin chauthai three fourths

Kori

a score, twenty

Ek dafa one time

These exercises should be practiced daily for fifteen or
twenty minutes with answers of place, money, time, quantity,
etc. for two months or longer, till thoroughly mastered.

LESSON V. PANCHWA^ SABAQ.

(a) Mai// upar lota lene g a yi thi
I above pitcher to-get gone was

(b) walid akele baithe hue kitab parh rahe the
parent alone seated been book read-ing were

unko bhej-de<

I to-come began then Mr. your name took and said

them send

(a) I went up stairs to get the pitcher, (b) your father was
sitting alone reading a book, (c) I started to come, then your
father taking your name said "Send him".

Directions. Learn in three clauses, (a), (b), (c). Note that the
50 syllables should be repeated in nine or ten seconds. A woman
servant is speaking, hence the fern, gayi, thi, and lagi. She also
uses plurals out of respect to her master and his son, just as
we in English say you for thou, and Germans, Sie, they, for thou.

Vocabulary. Alfdz.

Upar above Ana to come

Ke upar above (prep.) Akela,

Lota pitcher, jug akelf, akele alone

*Gaya,gayi, went, he, she, they Baithna to sit

gaye Baithe hue seated

Tha, thi was, (he, she) Parhna to read, study

The, thiw were, (they) Kitab, kitabe book, books

* In the Punjab this is usually pronounced as if spelled gia.

foctrta hzi ^

- 55 -

Kahna to say

Lena to take

Liya,liye, If taken , ~t

Lagna

Miya;z

Kaha

Bhejna

Dena

diya, diye, di

Khaya

Bola

Kiya

Dikhaya

Le-gaya

Laya

Ma c lum

Taza, tazi

Basi

said

to send

to give

gave

ate

spoke

did, made

showed

took away

brought

known

fresh

stale

to begin, stick to,
Mr.*

sign of subj.in past
tense of trans,
verbs

Nam name

Walid parent (mas.)

Walida parent (fem.)
Walidain parents (Arabic

dual)
Ki that

Note that in "lota lene [ko] gayi thi", lene is the inf. with
ko understood, tho it is sometimes expressed. "Ane lagi" is the
usual way of expressing beginning^ i. e., tHe inflected infinitive
with "lagna". Jane laga, he started to go. Khane laga, he began
to eat. Khana pakane lagi hai. She has begun to cook. "Liya"
agrees with "nam", its object. Why? Because it does. Don't
waste your time on "why" the first year. After that you can
ask it all you wish. "Kaha, also follows the same rule, its ob-
ject, the clause, being considered mas.

>"Dena", the inf. is often used as a softer form of command,
and frequently refers to the future. Abhi do, Give it at once.
Kal dena, Give it to-morrow.

Derivative Sentences.

1. Miya# ne ap ka lota le liya.

2. Miyaw ne ap ke lote le liye.

3. Miyaw ne ap ki rotf le li thi.

4. Miyaw ne ap ki rotiarc le If/z.

5. Maiw ne ap ka nam liya.

6. Maiw ne ap ki kitab h' hai.

1. The master took your
pitcher.

2. Master took your pitchers.

3. Master took your bread.

4. Master took your loaves.

5. I took your name.

6. I have taken your book.

7. Us ne tumharf kitab li hai. 7.

8. Ham ne miyan ki kitab li thi. 8.

9. Unho?/ neikitabera mujh ko 9.
dm.

[O. Mai;z ne do basi rotia^ 10.

khaiw, aur turn ne tazi tazi

roti khai.
n. Apnelkyaachchhibatkahi. n.

12. Larke nelbahut roti khai hai. 1 2.

13. Larke ne kaha ki Mam ne 13.
nahi# li.

14. Larkow ne bari kitab mujh 14.
se li.

15. LarkioTz ne kursi apko bhej 15.
di.

1 6. Un admio?2 ne yihi kam 16.
kiya hai.

17. Apkaismmubarakkyahai? 17.
Ap ka ism sharif kya hai?
Tumhara nam kya hai?

1 8. Mera nam I^huda Bakhsh 18.
hai.

19. Aiye, janab, zara baithiye. 19.
Sahib khana kha rahe hai.

20. Tashrif laiye. 20.

21. Ap tashrif le jate hai? 21.

* Indirect discourse is seldom

He has taken your book.

We had taken the master's

book.

They gave me the books.

I ate two stale loaves, and
you ate nice fresh bread.

What a good thing you said.

The boy has eaten plenty

of bread.

The boy said he had not

taken it (lit. "I have not

taken it")*

The boys took (got) the

big book from me.

The girls sent you the chair.

Those men have done this
work.

What is your name r (What
is your blessed title? What
is your noble cognomen?)
My name is K. B. (The
reply is always given thus,
mera nam thus and so hai).
Please come and take a seat,
sir. Master is eating dinner.
Bring in your ennoblingness,
i. e. Come in.
Are you going? (Are you
taking away your ennobling-
ness?)
used in Hindustani.

- 6 7 -

22. Aptashrff kaharakhtehai?

23. Kya/unhoTz ne^iM lota turn
ko diya tha/ya nahi? Yih
to unka hargiz nahi, yih
to mera hi hai.

24. Ap is kitab ko parhiye,
yih men' sab se achchhi
kitab hai.

25. Ap ne yih lota kitne men

26. Main ne yih lota ek rupae
ko liya.

27. Mitti ke lote derh derh paise
ate hai#.

28. Main ne yih chadar chha
sat ane gaz li thi.

29. Dak-khane men se meri (dak
ki) chitthia/z, mera nam
lekar, le ao.

30. Ap ke nam ki koi chitthi
dak-wale ke pas nahin hai.

31. Main akela baithkar apni
kitab parhne laga.

32. Apni kitab mujh ko la do.

33. Main rotiwale ko chabiaw
dene laga tha, ki mere walid
ne akar mujh se le li.

34. Turn ne sahib ko tiffin kyun
na bheji?

35. Main ne kal thik do pahar
ko bhej di thi.

22. Where do you keep your
ennoblingness ? (live!)

23. Did they give you this jug
or not? This is- not theirs
at-all, it's mine.

24. Kindly read this book. It
is my best.

215. How much did you get
this jug for?

26. I got this pitcher for one
rupee.

27. Earthen jugs come at a
pice and a half each.

28. I got this sheet at six or
seven annas a yard.

29. Get my letters from the
post office. Out of the P. O.
my (post's) letters, my name
taking, gePand come.

30. The postman has no letters
for you.

31.1 sat down alone and began
to read my book.

32. Bring me your book.

33. I was just going to give the
keys to the breadman, when
father came and took them
from me.

34. Why did you not send the
sahib his tiffin?

35. I sent it yesterday exactly
at noon (two watches).

36. Kis ne kaha tha ki yih
kitab bari achchhi hai?

37. Bera ne akar kaha hai ki
sais ne baggi (bagghi)taiyar
kar li hai.

38. Kya sahib ne ab tak khana
nahiVz khaya?

39. Abhi kha rahe hain. Ap
zara baithen.

40. In ath achchhe lotow ke
liye kya qimat deni cha-
hiye?

41. Wuh lote achchhe nahin
hain; yih un se bahut
achchhe hain.

42. In das ]haranon ke liye
main ne das das paise, ya'ni
dhai, dhai ane diye.

43. Tumhare bap ka kya nam
hai? Ap ke walid ka ism
mubarak kya hai?

44. Yahan koi admi hai, jo
shahr se aya hai?

45. Ma'lum nahi, janab.

46. Us larke ne turn ko kitne
lote diye?

47. Yih kapra char ane gaz
liya tha.

48. Larko;z ne yihi kapra mujh
ko diya.

49. Main tumhare liye kitab
laya hu;z.

50. Larkia^|larko ke lie khana
lai hain.

36. Who^said that this book
was (is) very good?

37. The bearer has come and
says that the syce has the
buggy ready.

38. Has not the sahib eaten
his dinner yet?

39. He is just eating. Will you
be seated for a little.

40. What ought one to give for
these eight good jugs?

41. Those jugs are not good.
These are much better.

42. For these ten dusters, I gave
ten pice each, that is two
and a half annas each.

43 . What is your father's name ?

44. Is there any man here who
has come from the city?

45. Don't know, sir.

46. How many jugs did that
boy give you?

47. I got this cloth at four annas
a yard.

48. The boys gave this cloth.

tome,.

49. I have brought a book for
you.

50. The girls have brought the
dinner for the boys.

- 69 -

51. Larka aya aur kaha "Sab 51. The boy came and said
log ae haiw". "All the people have come".

52. Khansamaw khana lane 52. The cook has begun to
laga hai. bring the dinner.

Note. The exaggerated politeness of the East is shown in
1722, and though it may sound ridiculous at first, it is polite
usage among the educated native gentlemen, and the missionary
should accustom himself to using it. The agreement of verb
with object in I, 2, 3, 4, 25, 26, 33, 34, 35, 37, 38, 42, 46, 47,
is curious, but it must be accepted and learned so thoroughly
that one cannot fail to use it properly. Master these few sen-
tences absolutely. Intransitive verbs agree with their subjects,
as in 44, 49, 50, 51, and Idyd is reckoned as intransitive be-
cause it is a compound of le-dnd, le-dyd. 7i?/r //7<f

Observe the comparison of adjectives in 24 and 41. It is
the regular way of forming the comparative, un se achchhd, and
the superlative, sab se achchhd.*

Conjugation Past Tense.

Main roti lene gaya, gay if I went to get bread

Tu roti lene gaya, gayi Thou wentest to get bread

Wuh roti lene gaya, gayi He, she, went to get bread

Ham roti lene gaye, gayin We went to get bread

Turn roti lene gaye, gayin You went to get bread

Ap roti lene gaye, gayin You (polite) went etc.

Wuh roti lene gaye, gayin . They went to get bread
Main shahr se aya hu, ai hun I have come from the city
Tu shahr se aya hai, ai hai Thou hast come from the city
Wuh shahr se aya hai, ai hai He, she, has come from the city
Ham shahr se ae hain, ai hain We have come from the city
Turn shahr se ae ho, ai ho You have come from the city
Ap shahr se ae hain, ai hain You (polite) have come etc.
Wuh shahr se ae hain, ai hain They have come from the city
* The teacher should introduce the comparison of a number of adjectives
with se, sab se, and ki nisbat.
f Let the pupil get both forms well, but especially learn well one's own gender.

Mam bazar se laya tha, lai thi

Tu bazar se laya tha, lai thi
Wuh bazar se laya tha, lai thi
Ham bazar se lae the, lai thin
Turn bazar se lae the, lai thin
Ap bazar se lae the, lai thin
Wuh bazar se lae the, lai thin

=> Main ne apni kitabew un ko din
Tu ne apni kitab unko di
Us ne apni kitab unko di
Ham ne apni kitab unko di
Turn ne apni kitab unko di
Ap ne apni kitab unko di
Unho;z ne apni kitab unko di

Main ne, tu ne, us ne, ham ne,
turn ne, ap ne, unho# ne,
uski kitab (mujhe) di thf
(tumko).

Main ne, tu ne, wagaira, rotian
unse li hain.

Main ne, tu ne, wagaira, tin
rotian khai thin.

Main ne, tu ne, wagaira, khana
pakaya hai.

J Mubarak blessed

Ism name, noun

Sharif &,, noble [nour

Tashrif/7~ making noble, ho-

"' Rakhna to put, keep

4 Hargiz nahi/z never

- Mitti earth

I bro't (or, had bro't) it from the

bazar

Thou bro'test it from the bazar
He, she, bro't it from the bazar
We brought it from the bazar
You brought it from the bazar
You etc.
They brought it from the bazar

I gave them my books*
Thou gavest them thy book
He gave them his book
We gave them our book
You gave them your book
You gave them your book
They gave them their book

I gave you his book, thou gavest
me his book. [Write each
person and gender on a sepa-
rate slip and so master it]

I, thou, etc. have got bread
from them

I, thou, etc., ate three loaves.

I, thou, etc., have cooked dinner.

Chadar sheet

Dak post, mail

Dak-khana postoffice

Dak-wala postman

Rotiwala breadman

Kitna, kitni, 'how much? how
kitne? many?

* Substitute, after learning, any familiar nouns.

Chitthi letter Jharan cloth for wiping

Ke pas by, with dusting

Chabi key Kapra cloth

1 Bera bearer, head ser- - Sab all

vant in English Log people

housholds : Wagaira etc. "and other' :

Bap father ^Pakana to cook

Shahr city ^Ma'lum known

Janab Sir, your honour Kursi chair.

LESSON VI. CHHATA SABAQ.

(a) Mai;z pahle chhoto?? se shurtf karuwga

I first littles with beginning make-will

(b) aur ummed hai/ki, wuh jald/sachchhi rah par a jae
and hope is that they soon true way on may-come

(d) ki yih naya dhang dekhkar baro ke kan khare honge.
that this new fashion seeing big ones'ears standing will-be.

(a) I shall begin with the little children first, (b) and I hope
that they may quickly come on the true path, (c) but I know
this well, (d) that when the big children see this new fashion
(having family prayers), they will be dumbfounded (lit. their
ears will stand).

Learn these four clauses separately, alternating with those
already learned. Remember the clauses are to be so well learned
that they can be given in regular or irregular order at the
required speed. The whole sentence in ten seconds.

Note that adjectives are frequently used as nouns, chhoton,
baron. Many verbs are formed like sJiuril karnd, as chhotd karnd,
to make small, bard karnd-, to enlarge, kJiard karnd, to make stand.
"Jald" is the real adverb and jaldi is the noun, which with se,
frequently understood, is often used as an adverb.

Pronunciation. It is time that the pupil was beginning to

make a decided difference between English final a, as in America,
and final "a" as in chhota, and between final "i", as in jaldi, and
final "y" in hurry.

Warning. Remember our threefold rule, Readiness, Accu-
racy, Fluency. Do not neglect the slips and the watch. Carefully
check your speed.

Derivative Sentences.

1. Mai# chhote se shuru' karke I. Beginning with the small,
bara kam bhi karu^ga.

2. Ab to ma'lum nahte, magar
ma'lum karibzga.

3. Mai to nahi janta, turn
jante ho?

4. Mai pahle apna kam

111 do the big job too.

2. I do not know -now, but
I'll. find. out.

3. I, ..don't know, do you?

karu^ga.
5. Jab khau^ga, tab jau;zga.

6. Mam ap jald du^ga. Kya
turn bhi doge?

7. Mera kam kab karoge? kal
ya parso?

8. Maiw kal ap ki kitab par-
hugi.

9. Yik larka mera kam karega.

10. Ham kal ap ka kot chhota
kare^ge.

11. Pahla larka pafhega.

12. Yih larki pahle meri kitab
pa^-hegi.

13. Ummed thi ki chhota larka
kuchh hoga (direct dis-
course).

4. I shall do my own work
first.

5. When I shall eat (have

/ hfcjn

eaten), 111 go.

6. I shall give it soon. Will
you too give?

7. When will you do my work?
To morrow or day after?

8. I shall read your book
tomorrow.

9. This boy will do my work.

10. We will make your coat
smaller tomorrow.

11. The first boy will read.

12. This girl will read my book
first.

13. I had hoped that the youn-
ger boy would amount to
something, (lit. There was
hope that the small boy
will be something).

14. Khana kab taiyar hoga?

15. Ap ki chauki kal zarur
taiyar ho jaegi.

16. Rotia/z abhi taiyar ho

17. Hamari chhoti larkia^ aj

awe#gi#. ^^^fj^i-^"

1 8. Pani abhi garm ho jaega.

19. Larko, khare ho jao. Ab
khare raho.

20. Sab ke sab aj jaewge.

21. Ham ap se ek ek piyala
lewge.

22. Ap do do rotia# khae?/ge,
na?

23. Main auw?

24. Ham a jaew?

25. Mai?/ jauft?

26. Mai;/ kyd karuw?

27. Ham kya kare?

28. Kal ap ke pas bis rotiaw
bhejew?

29. NahiV/, sirf pandra darkar
ho;/gi.

30. Kya khidmatgar bazar ko
jae?

31. Main pahle sadr bazar ko
jau;/ga, aur ummed hai ki
wahaw se sab chizew sasti
mil jaegiw.

14.
15-

16.

18.
19.

20.
21.

22.

23-

24.

25-
26.
27.

28.
29.
30.

& * $

When will dinner be ready?
Your chair will ready tomor-
row without doubt.
The bread will be ready
in a minute. ^As f\^j~ fj& i
Our little girls will come
to-day.
The water will be warm in
a little while.

Boys, stand up. Now stand.
(Become standing. Remain
standing.) [day.

All (the whole lot) will go to-
We shall each take a cup
of you.

You'll eat two loaves each,
won't you?

May I come? Shall I come?
Shall we come in?
May I go? or, Shall I go?
What can I do?
What can we do? (It's not
our fault)

Shall we send you 20 loaves
tomorrow ?

No, only fifteen will be re-
quired.

Shall the khit go to the
market ?

I shall go to the big bazar
first, and I think that we
shall get everything cheap
there (all things from there
cheap will be met).

32. Mujhe ijazat hai?

33. Ab rukhsat hai. Kal phir
ana.

34. Larkow ko khara kar do.

35. hub. Khub hai. Ihub kiya.

36. Yih naya dhang bahut khub
hai.

37. Nai ko khabar do ki mere
bal kat jae.

38. Khidmatgar, ketli de jao.

39. Kya hua?

32. May I go? (Is there to me
permission?)

33. You may go now. Come
again tomorrow.

34. Make the boys stand up.

35. Excellent. That's good.
Well done.

36. This new fashion is very
good.

37. Tell the barber to come
and cut my hair, (having
cut to go away.)

38. Waiter, bring me the kettle,
(giving go).

39. What's the matter? (What
happened ?)

40. Go and give this paper to
the sahib, (giving come.)

41. Why has this dog but one
ear?

40. Yih akhbar sahib ko de
ana.

41. Is kutte ka ek hi kan kyun
hai?

Conjugation* ..

Mai?z kaunsa nek kam karu?z taki maiTz hamesha ki zindagi paun?
Tu kaunsa nek kam kare taki tu hamesha ki zindagi pae?
Wuh kaunsa nek kam kare taki wuh hamesha ki zindagi pae?
Ham kaunsa nek kam kare taki ham hamesha ki zindagi pae;z?
Turn kaunsa nek kam karo taki turn hamesha ki zindagi pao ?
Ap kaunsa nek kam kare taki ap hamesha ki zindagi paew? J
Wuh kaunsa nek kam kare;z taki wuh hamesha ki zindagi pae?z?
What good work can I do, that I may inherfr eternal life?

Note that, as in 6 and 21, the future endings coalesce with

the root vowels of lend and dend. All other stems add these

endings for the future. The subjunctive, which many call "Aorist"

for some unknown reason, is the same as the future, minus the

* Both genders are the same.

"ga, gi, ge".* Definite futurity is expressed by the future, if it is
alone. The subjunctive, of this form, expresses indefinite futurity
and always follows "taki" and words of purpose and wish.
* Write out the future from the sentences.

Vocabulary. Alfdz.

" Shuru'

beginning

Par

Ummed

hope

Janna, jana

to know, knew

- Khara, khari

standing

' Dhawg

fashion

* Rah

way

Chiz, chizen

thing (material)

Kan

ear

- Hona, hua '

to become, be-

v Khub

good

came

, Jald

quickly

^Khabar, ach-

* Sachcha,

chhi

news

sachchf

true, right

Nai, hajjam

barber

Ijazat

permission > Bal

hair (used in pi.)

' Rukhsat

leave

" Katna, kata

to cut, cut

Darkar

required

" Sasta, sasti

cheap

Kuchh

something (in-

- Sirf

only

definite)

' Garm

warm

' Koi chiz

some thing (de-

today

finite)

> Kal

tomorrow,yester-

' Magar, par,

day

lekin

but

Ajkal

these days, now-

/Jab

when (rel.)

adays

' Kab

when?

Parsow

day after "kal",

y Tab

then

day before "kal"

k Marna, mara

to beat, beaten

Zarur

surely, h z ^^sa^H

' Akhbar

newspaper, pi. of

Kutta

dog

khabar, news

LESSON VII. SATWAA^ SABAQ.

Exercises in "ne".

Note that all transitive verbs in the past tenses take their
subjects in the prepositional case form, with "ne". The simple

- 76 -

verbs bolna, lana, bhulna, to forget, are used as intransitives.
Lena, dena, karna, have the perfects liya, diya, kiya, while
jana, marna, to die, hona, have gaya, mua, hua. All other verbs
are regular. The transitive verb in its past tenses agrees
with its objects. The mastery of this peculiarity can be secured
only by memorizing these sentences most thoroughly. If your
past work is "kachchd" be your own master sufficiently to go
back and work it up. You cannot afford to go on on the suppo-
sition that it will come somehow. The only secret of this method
is thoroughness.

1. Main lota laya hu.

2. Main ne lota bheja.

3. Mai?z ne lota bheja hai.

4. Ham ne Lahaur me?? liya
tha.

5. Us ne yihi kitab turn ko
bheji.

6. UnhoTz ne mere jane se
pahle yihi kitabe?/ Lahaur
se bheji thin.

7. Turn ne achchhi roti nahin
bheji.

8. LarkoTz ne achchha kam
na kiya.

9. Ap achchhi kursfa lae
ha.in.

10. Dak-wala wilayati dak laya
hai?

11. Dak-ghar ke babu ne wila-
yati dak kal ya parson bhej
di thi.

12. Wilayati dak ai hai? Han,
a gayi hai.

1. I have brought the jug.

2. I sent the jug.

3. I have sent the jug.

4. We got it in Lahore, (liya
and liya tha are often used
indifferently.)

5. He sent you this very book.

6. They had sent you these
books from Lahore, before
I got there.

7. You have not sent good
bread.

8. The boys did not do good
work.

9. You have brought good
chairs.

10. Has the postman brought

the foreign mail?
n. The postmaster sent away

the foreign mail yesterday

or day before.
12. Has the foreign mail come?

Yes, it has come.

13. Aya meri kitab lai hai. 13. The ayah has brought my

book.

14. Turn ne aj achchhi khir 14. You have cooked good
pakai hai. "khir" to-day.

15. Tumhari 'aurat yihi lota de 15. Your wife brought this jug.
gayi thi. (lit. gave this jug and went

away.)

1 6. Us c aurat ne meri larki ko 16. That woman beat my girl,
mara.

17. Wuh 'aurate^ kidhar gayi 17. Whither have those women
hai#? gone?

1 8. Un c aurato# ne yihi lota 18. Those women gave you
turn ko diya. this jug.

19. Wuh larki boli ki "Ghar se 19. The girl said, "Get away
dur ho jao". from the house".

20. Us larke ne kaha ki "Ham 20. The boy said "We have
gae lae haiw". brought the cow".

21. Mere admi ne kal kitab 21. My man sent the book
bhej di. yesterday.

22. Turn makkhan roti lae ho? 22. Have you brought the bread

and butter?

23. Usnc kaha tha, ki "Sahib 23. He said "The gentleman
ae hai;/". has come".

24. Larka bola ki "Hamne hi 24. The boy said "We sent
usko bheja hai". him (or, it)".

25. Quli log hamara asbab le 25. The coolies have taken off
gaye haiw. our luggage.

26. Un larko?z ne mere liye ek 26. Those boys have given a
roti di hai. loaf for me.

27. Kisneyihmailebartandiye? 27. Who gave (us) these dirty

dishes ?

28. Yih, janab, galati se ae hai- 28. These, sir, came by mistake.

29. Kya roti pak gayi hai? Pak 29. Is the bread baked? It's
gayi. baked.

30. Hamne to nahin diya, usne
ap hi ham se le liya hai.

31. Kis ne hamare loton ko liya,
or, kis ne hamare lote liye?

32. Main ne to nahin liya (liye),
unho/z ne liya.

33. Turn ne apni kitab le li thi?

34. Kya sab naukar shahr se
ho ae haift?

35. Kin logo ne tumkochau-
kfaw din?

36. Kin logon ne larki ko mara?

37. Main tin tin rupae ko do
lote lai hu.

38. Main das ane gaz kapra
laya huw.

39. Tumne kis kis ko lote diye
the?

40. Kya usne yih bat turn se
kahi thi?

41. "NahiV, 'aurat boli, "Larka
mujh se nahi, wuh apni
man se bolta tha".

42. Kin admioTz ne yih chori
ki hai?

43 . Kin larkioft ne turn ko gali di ?

30. We did not give it, he him-
self took it from us (has
taken).

31. Who took our jugs.

32. I didn't do it. They did.

33. Did you get your book?

34. Have all the servants re-
turned from the city?

35. What people gave you
chairs ?

36. What people beat the girl?

37. I have gotten two jugs at
three rupees each.

38. I have brought cloth at ten
annas a yard.

39. To whom did you give the
jugs?

40. Did he say this to yon?

41. "No", said the woman, "the
boy did not speak to me, he
was talking to his mother".

42. What men have done this
thieving ?

43. What girls were abusing
you?

44. Did you take the chair?

thin do not change the

44. Kya tumne chauki ko liya ?

Note that in 4, n, thd, thi
tense to pluperfect but are properly translated as simple past.
Nevertheless, as in 6, they often give this pluperfect idea.

In 7 and 8 nahi and na are thus regularly used with the
present perfect and simple past.

In 15 and 34 as in VI, 38, 40, the emphasis is on the
second action, going and coming.

Where the object is a thing, there the verb agrees, unless
the concord be broken by "ko", when it takes the absolute
form in "a".

Note how in the answer in 29 the gender of the
subject, though unexpressed is carried over into the verb.
This is a nicety of speech, that, no matter, how difficult,
must be well acquired, else one's talk will often be unintelli-
gible. We must learn to think of things in terms of "a", "i",
and "e".

Intransitive verbs are much given to using the root with
some form of "jdnd", as in 12, 15, 29. Transitive verbs use
"dend" in some form, when the action goes toward another,
while a reflex termination is often shown by use of "tiyd",
"lend", like the Greek Middle Voice.

All perfect participles are regularly formed by adding "a"
to the root.

In 44, as usual, ko with chauki makes it definite, and so
we translate the chair.

Vocabulary. Alfdz.

Wilayat England, foreign-
country

Wilayati foreign, English

Dak-ghar post office

Babii clerk, gentleman

Khir rice boiled in milk

Hamara-i-e our

Tumhara-i-e your

'Aurat woman

Ghar house

Dur far

Hojana become

Kam

work

Quli

cooly

Asbab

stuff, luggage

Maila

dirty

Bartan

dish

Galati

mistake

Pakna

to cook (intrans.)

Chauki

chair

Gaz

yard, 3 ft.

Man

mother

Chori

theft

Gali

abuse.

LESSON VIII. SABAQ ATHWAA:
Sari chizen uske wasile se paida hum
All things his means by born were.

All things were made by him.

aur koi chiz bhi uske bagair paida na huf.
and any thing, even, him besides born not was

and without him was nothing made.

Learn to repeat three times in fifteen seconds.

Note that "paida" is an indeclinable adjective. "Wasile" may
be used with, or without, the "se". All prepositions which have
the ending in "e", take "ke" and not "ki" before them.

Vocabulary. Alfdz.

Sara, sari, sare entire, whole, all Paida
Wasila a means Bagair

born, created
besides, except.

Derivative

1. Kya hua? Turn to isliye
paida nahi hue.

2. Maiw dak-khane ho aya hu.

3. Turn kaha paida hue?

4. Yih bachcha das din ka
paida hua hai.

5. Jabbillikebachchehotethe,
to bara tamasha hota tha.

6. Kya tumhara kam ho gaya
hai?

7. Janab, khana abhi taiyar
ho jata hai.

8. Larke waqt par hazir kyuw
nahi hote?

9. Kal to shahr mew bara
tamasha hua.

Sentences.

1. What's the matter? You
were not born for this.

2. Ihavebeentothepostoffice.
(lit. I am come from the
p. o., having been there).

3. Where were you born?

4. This child has been born
ten days.

5. When there were kittens,
then there was a great show.

6. Is your work done?

7. Dinner'll be ready in a
minute, sir.

8. Why are not the boys
present on time?

9. There was a great spec-
tacle in the city yesterday.

10. Yih kis tarah ma'lum hua? 10. How was this found out? or,

How did this become known.

11. Is larke ke siwa aur koi n. Isn't there any other servant
naukar hazir nahwz hai? present but this boy? No, Sir.
NahiX garib-parwar. (No, nourisher of the poor).

12. Panjab men achchhe seb 12. Good apples do not grow
paida \\ah\n hote (or, nahi in the Punjab.

hote hai;z).

13. In logon ke larke bare be- 13. These people's children are
rahm aur zalim hote hai. very merciless and tyrants

(are by nature).

14. Bachcha mota taza hota 14. The child went on getting
gaya. fatter.

15. Waha;z jakar unke larka 15. They went there and a child
paida hua. was born to them (in their

[house]).

16. Ajmunshi'keghar larka hua. 16. A boy was born to the

munshi to-day.

1 7. Bara larka kharab ho gaya 1 7. The elder boy has gone bad.
hai. \/

1 8. Ba'z desi dawaia?z kam ki 18. Some native medicines are
hoti ha.in. useful.

19. Urdu kiiaben aksar sasti 19. Urdu books are usually
hoti hai#. cheap.

20. Yih Hindi kitaberc barf sasti' 20. These Hindi books are very
hai?z. cheap.

21. Sahib aise kam se nakhush 21. Master does not like such
hote hai. work.

22. Kya meri kitab apke pas 22. Do you have my book?
hai?

23. Relparcharhnahaiaurwaqt 23. I have to catch (mount) the
bahuthitanghai. Batkarne train and the time is short
ki bhi fursat nahfw hai. (strait). I have not time to

say a word.

24. Shahr ho ae ho?

25. Kya dak ap ko mil gayi hai?

26. Kya sab log ghargayehaiw?

27. Ap khana kha chuke hai#?

28. Ap ke kitne larke larkia#
hai?z?

29. Meri kitabe/z kiskepasham?

30. Rel se bahut chizerc chori
ho jati hak.

31. Main abhi rawana hota hun.

32. Ab kam shuru' hua hai,
usko fursat na hogi.

33. Mujhe Panjab ae das baras
hue hai.

34. Ajkal garmi bahut hoti hai.

35. Main ap ke dekhne se bara
khush hota hun.

36. Jab baz ka bachcha tin char
mahine ka ho jata hai, tab
wuh ur jata hai.

37. Aj sabho^ ka kam ho jaega.

38. Jab yih kam ho jae, to aur
duwga.

39. Is chauki ke siwa do aur
chahiyew.

40. Janabkewasilesemerakam

24. Have you been to the city?

25. Have you gotten your mail?
(post).

26. Has every body gone home ?

27. Have you finished dinner?

28. How many boys and girls
have you?

29. Who has my books?

30. Lots of things are stolen
from the railway.

31. I am starting at once.

32. Work has begun now, he'll
have no time.

33. I have been in the Punjab
ten years. (To me, come
to the P., ten years have
been).

34. It is very warm these days.

35. I am very pleased to see
you.

36. When the hawk's fledgling
gets to be three or four
months, it flies away.

37. Everybody's work will be
finished to-day.

38. When this work is done,
I'll give more.

39. We want two chairs be-
sides this.

40. By your honour's means my
work will be accomplished.

ho jaega.

Note that hai and hain are used to state particular facts,
while general facts are given by "hota hai, hote hain. While
"fond" means to become, yet this meaning is more usually

- 83 -

expressed by Jw jdnd. There is no Urdu word that can do
duty for our have.

In 15 "Unke", not "unko", since "ha?z", house, place, is
understood, and "haV is locative.

Vocabulary. Alfdz.

Iaha72?

where ?

Baz

some

Bachcha

child, young one

Des

Country, land

Din

day

Desi

native, domestic

Bill*

cat

Dawai, da-

Tamasha

show, spectacle

waiaw

medicine-s

Kam

work

Khush

happy

Kam ki, kam

Na-khush

unhappy, dis-

ka, ke

useful

pleased

Waqt

time

Aisa, aisi, aise

such, this sort of

Hazir

present

Charhna

to mount,get up on

Tarah

manner, way

Tang

tight, narrow

Siwa

besides

Fursat

leisure time

Aur

Bat karna

to talk

Garib-parwar

poor-nourisher,

Milna

to meet, get

Sir

Chukna

to finish

Panjab

Five -waters (ab)

Rel

rail way

Seb

apple

Chori

theft

Be-rahm

un-merciful

Rawana

started

Zalim

tyrant

Baras

year

Mota, moti

fat, thick

Garm

warm

Moti

a pearl

Garmi

warmth, heat

Kharab

bad, evil

Mahma

a month

Dekhna

to see

Mah

a month

Baz

a hawk

Urna, ur jana to fly, fly away

LESSON IX. NAUWA^V SABAQ.

Another form of the present, more commonly used by
native speakers to express continuous action.

84 -

1. Yih kya ho raha hai.

2. Sahib khana kha rahe hai;/?

3. Mai;zapnakamkarrahahu.
Turn apna karo.

4. Munshi apni man ko likh
raha hai.

5. Turn kya kar rahe ho?

6. Mai/2 chauki bana raha hu.

7. Murgi darakht ki taraf ur
rahi hai.

8. Kaunsa admi hamari taraf
a raha hai?

9. Ham log apni apni roti
taiyar kar rahe ham?

10. Larki shahr ki taraf kyun
ja rahi hai?

11. Alii pak rahe hai;/, abhi
taiyar ho jaewge.

12. Ap kidhar ja rahe hai;/?

13. Wuh lakriarc khub jal rahi
haiw.

14. Turn yih chizew kahaw se
la rahe ho?

15. Munshi ji, bazar sea rahe ho?

1 6. Jab mam bazar ki taraf ja
raha tha to kya dekhta hun
ki sahib bhi ja rahe haw.

17. Turn log kal kya kar rahe
the?

1 8. Sahib de rahe the, par main
ne na liya.

1. What is this that is going on?

2. Is the Sahib eating dinner?

3. I'm doing my own work.
You do yours.

4. The munshi is writing to
his mother.

5. What are you doing?

6. I am making a chair.

7. The hen is flying toward
the tree.

8. What man is that coming
toward us?

9. We (folk) are getting our
meals ready (that is, each is
getting his own ready).

10. Why is the girl going toward
the city?

11. The potatoes are cooking,
and will be ready very soon.

12. Where are you going?

13. Those sticks are burning
well.

14. Where are you bringing
these things from?

15. Are you coming from the
market, munshi?

16. When I was going to the
bazar, what should I see but
that master, too, is going.

17. What were you fellows doing
yesterday?

1 8. Sahib offered it to me, but
I would not take it. (was
giving it but I took it not.)

- 85 -

19. Jab malik batew kar raha 19. When the master was talk-
tha (karta tha) larki gaur ing, the girl listened atten-

se sunti thi. tively.

Conjugation.

Mai larko ke liye khana paka I am cooking dinner for the

raha hun
Tu larkow ke liye khana paka

raha hai
Wuh larke ke liye khana paka

raha hai
Ham apne larko;z ke liye khana

paka rahe hai
Turn apne larke ke liye roti paka

rahe ho
Ap apne apne larkow ke liye

khana paka rahe hai
Wuh hamare larko ke liye

paka rahe haiw

Mai;z larki'ow ke waste dal paka

rahi thi
Tu larkip;z ke waste dal paka

rahi thi
Wuh larkiow ke waste dal paka

rahi thi
Ham larkio ke waste dal paka

rahi thin
Turn us admi ke waste dal paka

rahi thin
Ap sab admioft ke waste paka

rahi thin
Wuh larke larkio# ke waste

paka rahi thin

Mam kutte se bahut darti thi,
darta tha

boys
Thou art cooking dinner for the

boys
He is cooking dinner for the

boy
We are cooking dinner for our

boys
You are cooking a meal for

your boy
You are cooking dinner each

for your own boys
They are cooking for our boys

I was cooking dal for the girls

Thou wast cooking dal for the

girls
She was cooking dal for the

girls
We were cooking dal for the

girls
You were cooking dal for that

man
You were cooking for all the

men
They women were cooking for

the children
I was much afraid of the dog

Tu kutte se bahut darti thi,

darta tha
Wuh kuttora se bahut darti thi,

darta tha
Ham bille se bahut darti thin,

darte the
Turn billow se bahut darti thi,

darte the

Ap billi se bahut darti thi,darte the
Wuh billia?z ham se bahut darti

thin

Thou wast much afraid of the

dog
She, he, was much afraid of

the dogs
We were much afraid of the

tom-cat
You were much afraid of the

cats.

You were much afraid of the cat
Those (tabby) cats were much

afraid of us.

Though these continuative tenses are never given in the
paradigms, yet they are most frequently used. Those in the
past, tense with "raha, rahi" refer to some definite past time; e.g.
Jab bachcha tha, to main kutte se bahut darta tha, when I
was small, I was much afraid of a dog (for you could not
use "dar raha tha, in this place); but, Jab ap ne kal kutte ko
mara, main bahut dar raha tha. When you struck the dog
yesterday, I was very much afraid.

Vocabulary. Alfaz.

Kaunsa?

which one?

Malik

master

Ki taraf

toward

Gaur

attention

Kyuw?

why?

Sunna

to listen

Alu

potatoes

Darna

to fear

Lakri

wood

Billa

tom-cat

Kidhar

whither?

Billi

tabby-cat

Kaha

where?

Kutta

dog

sir

Kutti

bitch

LESSON X. DASWAV SABAQ.

Uses of the Infinitive.

i. Uska yahaw ana jana I. His coming (and going) here
achchha nahi hai. is not a good thing.

- 8 7 -

2. Yih bat kahni achchhi nahi
hai.

3. Jhuth bolna bura hai.

4. Is tarah se rotikhani achchhi
nahiw hai.

5. Mere wapis ane tak len
den karna.

6. Us waqt jan lena ki mera
ana nazdik hai.

7. Wahan kabhi na jana.

8. Aj wahaw unke pas mat jao.

9. Kal usko lekar zarur ana.

10. Us admi ko sharab pine
ki c adat hai.

11. Mujh ko abhi jana hai.

12. Mujhe kal usko khatt likhna
hoga.

1 3. Golf ka lagna tha ki ghora
mar gaya.

14. Wuh Bambai jane ko haiw.

1 5 . Unke wilayat jane par yih
kam ho jaega.

1 6. Namaz ka bura kahna unko
kyun bura laga? or, Namaz
ko bura kahna etc.

17. Mujh ko to zara bura lagne
ki nahi#.

2. It's not right to say that
(this).

3. It is evil to speak lies.

4. It is not good [manners] to
eat bread thus (in this
fashion).

5. Trade until I return. (Till
my coming back, do taking
and giving.)

6. Know then that my coming
is nigh.

7. Never go there (but note
"jao" not "jana" in 8).

8. Do not go there to them
to-day.

9. You must surely bring him
to-morrow.

10. That man has the habit of
drinking liquor.

11. I have to go at once. (To
me going is.)

12. I shall have to write him
to-morrow.

13. The horse died the instant
the ball struck him.

~, b

14. They are about to go to

Bombay. >

w 1 1 1

1 5 . This work can be done when

they go to foreign parts.

1 6. Why should calling prayers
"bura" (evil) offend her?

17. It would never offend me
a bit.

1 8. Na mujh men qudrat kahne
kf na tujh men taqat sunne
ki rahegf.

19. Parhne se sabaq yad nahfo
hota.

20. Baithne se mujhe thakao
ho jata hai.

21. Ham ap ka asbab bhejne
hi ko the.

22. Larka sabaq yad karne ke
waste aya hai.

23. Log uske marne ke liye ae

24. Mai wahan jane ka nahm.

25. Wuh larkf marne ke qarib
hai.

26. Mai;z tumko rakhne ka
nahiw, magar,- han, tumharf
madad karuwga.

27. Aj turn ghar mat jana.

28. Aj to shahr jana hai, na?

29. Aya bazar se ata lene gayi
hai.

30. Kitab parhni chahiye.

31. Kitab parhna chahiye tha,
or, Kitab parhni chahiye thi.

32. Khane men yih to bahut
achchha hai, lekin dekhne
men nahiw.

33. Sahib ka likhna tha ki wuh
aya.

1 8. Neither should I have power
to tell you, nor would you
have strength to hear.

19. A lesson can't be learned
by reading.

20. I get tired sitting (From
sitting to me tiredness be-
comes).

21. We were just going to send
your stuff.

22. The boy has come to learn
his lesson.

23. People have come to beat
him.

24. I'll never go there.

25. That girl is near death.

26. I'll never employ you, but ,
yes, I will help you.

27. Don't you go home to-
day.

28. You have to go to the city
today, don't you?

29. The ayah has gone to get
meal from the bazar.

30. You ought to read the book.

31. You ought to have read
the book.

32. This is very good to eat,
but not to look at.

33. As soon as the master
wrote, he came.

- 89 -

34- "Kalkyu#naaf?"Jablarko 34. "Why didlnotcomeyester-
ko khilana hota, aur roti day?" When I had to feed

pakani hoti aur ghar ka sab the children, and bake the

kam ap se karna hua, kis bread, and do all the work

tarah au? of the house myself, how

could I come?

35. Kal jo kam karne the mam 35. What jobs were to do yester-
ne kiye. day, I did.

36. Kitabo;2keparhneseankhe?z 36. (My) eyes have gone entirely
bilkull kharab ho gayi hai;z. bad from reading books.

Note the Urdu infinitive is used as our participle, "reading",
called in British grammars "gerund". It may take an object or
subject, and the object may be in the absolute form, as in
2 > 3> 3> 3 1 etc -> or with "ko", as in 9, 16, 26, 34, or it may
be with "ka, ke", as in 16, 23, 36 but the subject is always in
the possessive form, as 6. Where the infinitive has an object,
as in 2, 3, 4, 30, 31 etc., the infinitive may, or may not agree
with it If it agrees it is called "Gerundive" by some. If a
preposition governs the infinitive, it is always in the masculine
form. As in 7 and 8, the future,, as contrasted with the present
command takes the infinitive. In 29 is the infinitive of purpose.
The "na" at the end of 28 is like the German "nicht wahrr"
is it not so?

Master all these forms, as they, or their equivalents, are
in constant use.

Diversification.

Practice oral composition by substituting other infinitives
in place of those in the sentences. In 11 und 12, use and,
kaJind, bolnd, khdnd, likhnd, roti khdni, pind, wildyat jdnd,
bkejnd, mdrnd, lend, dend, parhnd, pakdnd, baithnd, until perfect
familiarity is secured. Try it several weeks in succession and
do not take it for granted because you did it "last week", you
can do it to-day.

In 23, use for ^^ske , mere, tere , tumhdre, liamdre, dp ke,
un ke, larkon ke, larkion ke, kutton ke, sahib ke, larke ke,

In 24, put in the correct form of the above infinitives, and
make other changes as you see your need of perfect familiarity,
and ready command of these words and Expressions.

Vocabulary. Alfdz.
Khana,khilana to eat, to feed

Marna
Marna
Len den

Wapis
Nazdik
Qarib
Kabhf

to die
to kill, beat
trade, "taking giv-
ing", from lena
dena
back
near
near
sometimes

Kabhf. nahift never
Sharab strong drink

Admi man, person

'Adat habit

Khatt letter

Likhna

to write

Gol

round.

Golf

ball

Ghora, ghori

horse, mare

Namaz

prayers

Bura, burf

evil

Qudrat

power

Taqat

strength

Raima

to remain, rest

Thakna

to get tired

Thakao

tiredness

Madad

help

Bilkull

en-tirely

Ap, ap se

self, by one's

self

Yaha

here

LESSON XL GYARAWX^ SABAQ.
Repeated Words.

1. Ek ek paisa larkon ko do.

2. Maiw ne admioTz ko sarhe
tin, tin rupae diye.

3. Main ne sawa das das rupae
ko liye.

4. Yih paune ath ath ane ko
milte hak.

5. Ap ne aj kya kya kam kiye
hai?

1. Give the boys a pice each.

2. I gave the men three and
one-half rupees each.

3. I got them at Rs. 10/4 each.

4. (You) get these at 7 3/4
annas each.

5. What various jobs have you
done to-day?

6. Kaun kaun admf aya hai?

7. Kaun kaun admf ae hain?

8. Age age mat jao, pichhe
pichhe chalo.

9. Pichhe pichhe mat ao, mere
sath sath chalo.

10. Bare bare larke ae, chhote
na ae.

11. Main ghar ghar gaya par
roti na mill.

12. Usnegao7zgao;zjakarma?zga
par use na mila.

13. Thik thik batao. Thik thik
bolo.

14. Ghore ko mar markar cha-
laya tha.

15. Sawar girte girte bacha.

1 6. Larka to mar markar bacha.

17. Darakht darakht se phal
tora.

18. Kuchh paise mere pas ham.

19. Roti woti kha li, bhai?
Roti tukra kha liya, bhai?

20. Cha wa pi li, bhai?

21. Aj ap ne bare bare, kam
kiye hauz.

6. Who has come? (Ans. John,
Chas., Thos., etc.)

7. Who have come? (Ans.
Hindus, Moslems, etc.)

8. Don't go ahead, come along
behind.

9. Don't come behind. Come
along with me.

10. The larger boys came, the

smaller did not.
n. I went to house (after)

house, but got, no bread

(bread met not).

12. He asked for it at yillage
after village, but did not
get it (to him it met not).

13. Tell it exactly. Speak the
exact word.

14. He beat the horse again and
again to make it go (beat,
beating made it go).

1 5 . The rider almost fell (falling,
falling, escaped).

1 6. The boy nearly died.

17. (He, They) plucked fruit
from every tree.

1 8. I have some money (cop-
pers).

19. Have you had dinner,
brother?

20. Have you drunk tea,
brother?

21. You've done a lot of big
jobs to-day.

22. Aj achchhe achchhe khane
pakane haw.

23. Us ke narm narm bal mujhe
achchhe lagte haiw.

24. Kitabe^ parh parhkar meri
ankhen bilkull kharab ho
gayi hai.

25. Jab kabhi yih karo to meri
yad men karo.

26. Namaz men koi koi hazir
hota hai.

27. Koi na kof namaz men zarur
awega.

28. Wuh kabhi kabhi ata hai aur
main kabhi na kabhi aunga.

22. Good foods must be cooked
today.

23. I like the touch of her
soft hair. (Her, his, soft
hairs touch me nicely.)

24. My eyes have gone entirely
bad from much reading
(reading and reading books).

25. Whenever you do this, do
it in my remembrance.

26. A very few come to prayer.

29. Jo jo ae do do am le jae.

30. Kuchh na kuchh mil jaega.

27. Some one or other will
surely come to prayer.

28. He comes sometimes and
I shall come sometime or
other.

29. Whoever comes may take
away two mangoes.

30. (You) will get something
or other.

Note that repetition of the word repeats the idea. This may
indicate distribution, as in i 6, emphasis as in 10, 21 24, or conti-
nuance as in 8, 9, 1 1, 12, 1 3, 14 17. This repetition of sounds in 19
and 20 is much like our "baby" talk, roly poly, hurly burly, pell mell.

Diversification. The pupil must take these sentences, after
they have been thoroughly committed, and change nouns,
pronouns, verbs and adjectives to other persons, tenses, num-
bers, and genders. The numerals must be at one's tongue's
end. Skill in talking can only come as a result of the ability
to diversify forms already mastered.

Vocabulary. Alfdz.

Bhai brother Jo who

Age before jo jo whoever

93 "

Sath

Gaow

Ma;zgna

Batana

Chalna

Chalana

Girna

Bachna

Darakht

Tukra
Woti, wa

with, beside
village

to ask for, beg
to tell
to go

to make go
to fall

to escape, be
saved, recover
tree

piece (of bread)
meaningless fol-
lowers of roti, cha

Narm

soft

Arckh

eye

Jab

when

Kabhi

sometime

Jab kabhi

whenever

Yad

memory

Namaz

prayers

Kabhi kabhi

sometimes

Kabhi na kabhi

sometime or

other

mango

Phal

fruit

LESSON XII. BARAWA^V SABAQ.
Conditional Sentences. Skarti Jumle.

i. Agar wuh na ata, to mam I. If he had not come, I should

not have beaten him.

2. If you had not beaten him,
he would not have died.

3. If you had not made it
right, I should never have
given the price.

4. Seeing the kite, the master
said "If I had a gun, I'd kill
it".

5. If the girl had not said this,
he would not have been
displeased with her.

6. If you had not shown me
this horse I'd surely have
bought another.

usko na marta.

2. Agar turn usko na marte,
to wuh na marta.

3. Agar turn isko thik na karte,
to mai dam kabhi na deta.

4. Chfl dekhkar Sahib ne kaha
ki 'Agar mere pas banduq
hotf, to maift mar deta.

5. Agar larki yih na kahti to
wuh us se na-khush na hota.

6. Agar ap yih ghora mujhe
na dikhate, to mai;z dusra
zarur leta.

7- Agar mere pas ghori na
hoti, mai zarur paidal jati.

7. If I had not had the mare,
I'd surely have gone afoot.

8. Agar main un se larta, to
mujh se ziyada na-laiq koi
na tha.

9 Agar ap is ka sabab mujh
se na puchhte, to bahut
bihtar hota (or, tha).

10. Agar log usko chhura na
dete, to main usko adh-
mua karke chhorte.

11. Mumkin na tha ki Masih
maut ke qabze men rahta.

8. If I had fought with him,
no one could have been
(was) more unworthy than I.

9. If you had not asked me
the reason of this, it would
have been much better.

10. If people had not rescued
him, I'd have half killed him
before I let him go.

1 1 . It was impossible that Christ
should remain in the grasp
of death.

12. If master were here, he would
give you a setting right.

13. If she were to fight with
me, I'd beat her well.

14. If I had been going to come,
I'd have come without re-
quest.

1 2. Agar sahib yahan hote, to
tumko thik kar dete.

13. Agar wuh mujh se larti to
main usko khub marti.

14. Agar mujhe ana hota to
main be puchhe giche a
jata.

Note that these conditions are contrary to fact and take
that form of the verb, which is called "past conditional" (mazi
sharti), but might better be called in English, past subjunctive.
It is used not only in past conditions that are contrary to fact,
but also for a present condition and resulting conclusion, both
contrary to reality. If master were here (which he is not) he
would set you right (which he does not). If she should fight
with me (which she will not), I would beat her (which I shall not).

This tense is also used in a class of allied idioms as 1 1 above.
See, also, sentences, Lesson XIX.

Hai or hain never occurs with this form of the verb.

Vocabulary. Alfdz.

Chil kite, hawk Paidal jana to go afoot

Banduq gun Larna to fight

Sabab
Asbab

(plural)
Puchhna
Bihtar
Chb.urana
Chhorna

reason

luggage ("reasons"

not "effects")
to ask

better [let go

to deliver, make

to let go

Adh-mua

half-dead

Mumkin

possible

Qabza

grasp, hold, power

Maut

death

Agar

Masih

Messiah, Christ

Na-laiq

un-fit, unworthy

Diversification.

In i, 2, 3, change one or both verbs by substituting any
one of a dozen familiar verbs, until you thus substitute readily.

LESSON XIII. TERAWAAT SABAQ.
Conditional Sentences* Sharti Jumle.

1. Agar wuh yahan ae, to I. If he come here, I may
main dun.

2. Agar wuh ae to main dunga.

3. Agar kutta phir ae, to usko
maro.

4. Agar kam darust na karoge,

to* main paisa na du;zgi.

5. Agaryih bat sach ho, to ba-
ra nuqsan, bara nuqsan
hoga.

6. Agar wuh kitab parhta ho,
mat bulana.

7. Agar sahib gaye ho, to
gaye ho#. Kya pata hai?

8. (Agar) Sach puchho, to
main use be-wuquf samajh-
ta hun

give it.

2. If he should come, I'll give it.

3. If the dog come again,
kill it.

4. If you do not set the work
right, I shall not give the
money.

5. If this be true (which I
doubt) it will be a big loss,
a big loss.

6. If he is reading the book,
don't call him.

7. If the master has gone, why
he's gone. What do I know
about it?

8. To tell the truth, I think
him a fool (If you ask
truth, I think him senseless.)

* Where there is doubt, and the thing is assumed as possible, with
the pres. subjunctive, I 8. Other ideas take other forms.

- 96 ~

9. Agar yih char din ki bat

hoti, to mujhe khabar na

hoti?
10. Jo (agar) usne rupae diye,

to lete ana.
n. Jo (agar) usne kitab di, to

leni hogf.

12. Jab (agar) main wahan gay a
to mara jauwga.

13. Jab (agar) wuh is baras
khatre se bach gaya, to
uski 'umr ban hogi.

14. Agar unhoTz ne use mara
ho, to jaldi mujhe khabar
do.

15. Agar log ae#, to girja. hoga.

1 6. Agar log ae/zge to girja
hoga.

17. Agar turn us ke nazdik
jaoge, to turn gunagarhoge.

1 8. Agar yih kam us se ho
saka, aur ba-khubf anjam
diya, to main qaul o qarar
karta huTz ki maw badshah
se ziyada saluk karvwga.

19. Agar wuh jata hai, to mai#
bhi chalta hun.

20. Agar main apne qaul par
ata hu, to uski saltanat
khak men mila deta hu.

21. Agar ham se ho sakta, to
ham manzur karte hai.

9. If this had happened four
days ago, should not I know
it? (a thing of 4 days.)

10. If he gives the money (and
he will) then bring it along.

11. If he gives the book, you'll
have to take it.

12. If I go there I shall be
killed.

13. If he escape (d) danger this
year, he'll live long, (his
life will be long.)

14. If they have beaten him
(as we hear) then give me
word quickly.

15. If people come, there will
be church.

1 6. If people will come, there
will be church service.

17. If you go near him (it), you
will be blameworthy (sin-
ners).

1 8 If this work can be done
by him, and he brings it to
a (good) end, then I promise
you that I will treat him
better than (could) any king.

19. If he is going (as you say),
then I, too, will go along.

20. If I come according to my
promise, then I'll mingle his
kingdom in the dust.

21. If we could we could.

22. Agar us waqt pahwzche
horc, tab yih bat kah sakte
the.

23. Agar bachche ke marne
se pahle chaloge, to kuchh
faida hoga.

24. Agar kof us ke Masih hone
ka iqrar kare, to kharij ho.

25. Agar turn ne mujhe jana
hota, to mere bap ko bhf
jante.

22. If they had (were) arrived
at that time, then they
could have said this.

23. If you will go ere the child
die, then it will be of some
avail.

24. If any one confesses him
to be the Messiah, let him
be expelled.

25. If ye had known me, ye
would have known my
father also.

Vocabulary. Alfdz.

Nuqsan

loss, damage

Khabar

news

Waqif

knowing

Qaul

word

Waquf

perception,know-

Qarar

promise

ledge

Saltanat

a sultan-dom

Be-wuquf

a fool

Khak

dust

Khatra

danger

Khaki

dust colour

c Umr

age, life

Milna

to get, mix

Gunah

sin

Milana

to mix up

Gunagar

sinner

Manzur

approved

with

Sakna

to be able

Khub

well, excellent

Saluk

treatment

KhiiW

excellence

Puchhna

to ask

Anjam

end

Durust

correct

Bulana

to call, cause to

Iqrar

confession

speak

Faida

advantage

LESSON XIV. CHAUDAWA^V SABAQ.
Chalnd and j and.

1. Hawa jidhar ko chahti hai, I. The wind goeth to whither
chalti hai. it wishes.

2. Meri gharf nahiw chalti. 2. My watch won't go.

- 98 -

3. Mera admi sath nahin jata. 3.

4. Yih rupaya bazar men nahin 4.
chalta.

5. Yih banduq nahin chalti. 5.

6. Chaukiaw le jao. Chaukia;z 6.
le chalo.

7. Ghora le chalo. 7.

8. Uski ta/zg men itna. dard 8.
hai ki wuh chal nahin sakta.

9. Usko itna kam par gaya 9.
hai ki wuh nahi ja sakta.

10. Kab jaoge? (or) Kab cha- 10.
loge?

11. Main yaha se chha baje II.
chaluwga aur \vahan pa-
huwchkar Daktar ke pas
jald jau^ga.

12. Main shahr chala hun, turn 12.
bhi chaloge?

13. Yih ghora khub chalta hai. 13.

14. Yih sarak kidhar jati hai? 14.

15. Yihbat sunkar naukar chal 15.
diya.

16. Yih nahr kidhar jati hai? 16.

17. Chalti chakki dekhke wuh 17.
ro para.

1 8. Sham ke waqt bazar jana 18.
mana c hai.

19. Bhir ke sabab chalna bahut 19.
mushkil hai.

20. Main roz shahr jata hun. 20.
Ab jata hun.

My man won't go along.
This rupee won't pass in
the bazars.

This gun won't go off.
Take the chairs away.
Bring the chairs along.
Bring the horse along.
There is so great a pain
in his leg that he is not
able to walk.

So much work has fallen
to him that he cannot go.
When will you go? (or)
When will you go (with
me)?

I shall start from here at
six o'clock and having arri-
ved there, will go at once
to the Civil Surgeon's.
I am started to the city.
Will you go too?
This horse goes finely.
Whither does this road lead?
Hearing this the servant
started off.

Where does this canal goto?
Seeing the moving mill, he
wept (fell a weeping).
It is forbidden to go to the
bazar in the evening.
It is difficult going on ac-
count of the crowd.
I go to the city daily. I
am going now.

21. Shari'at par chalna bahut
mushkil hai.

22. Wuh gao# ko gaya hai.

23. Wuh gacw ko chala. hai.

24. Wuh gao# ko chala gaya
hai.

25. Sahib ke samne meri bat
nahi# chalti.

21. It is hard to keep the law
(to move on the law).

22. He has gone to the village.

23. He is starting to the village.

24. He has gone to the village.

25. My word has no weight
with the gentleman, (goes
not before him).

26. I'll take you to the king.

27. I'll take this horse to the
king.

28. Sahib goes strictly by rule.

29. All the people have gone.

26. Main turn ko badshah ke
pas le chalu;2ga.

27. Main is ghore ko badshah
ke pas le chaluTzga.

28. Sahib qanun par pure pure
chalte ham.

29. Sab log chale gaye ham.

Note that chalnd means "to move", so that things that
do not move in their "going", can not be used with chalnd. It
may be that there is "will" implied in "jana". There is
usually, but perhaps not always, the idea of accompaniment
in chalna.

Ghari watch, clock, a little water jar, which when put

into a larger jar, sank, as it had a hole in the
bottom, in 24 minutes, and this constitutes a
"ghari" of time, and this, later, was applied to
the watch, or clock, as time measurers.

Hawa

wind

Shari'at

law (moral)

Tag, tatzgen leg, legs

Samne

before

Dard

pain

Badshah

king

Chakki

hand-mill

Qanun

rule, civil law

Sham

evening

Pura, puri,

Mana

forbidden

pure

full, entire

Bhir, barf,

crowd

Sarak

highway

Mushkil

difficult

IOO

LESSON XV. PANDRAWA^V SABAQ.
Exercises in Lagnd,

1. Pata nahiw lagta.

2. Kyun nahiw lagta? Aj hi
laga lo.

3. Ghar ghar se laga hai.

4. Mujhe bahut dar lagta hai.

5. Yih bat tumko achchhi
nahfw lagti.

6. Bachchow ki bate mithf 6. Children's sayings please

1. I cannot find out. (Trace
does not touch.)

2. Why can't you? Find out
this very day. (Why doesn't
it "lag"? Make it "lag").

3. House touches (with)
house.

4. I'm very much afraid.

5. You do not like this affair.

lagti haiw.

7. Uske sakht chot lagi. Chot
lagi?

8. Ghora age gari ka laga hua
hai.

9. Yih kitab tumhe?z kahaw se
hath lagi?

people.

7. He was badly hurt. Did
you get hurt?

8. The horse has been driven
. before.

9. Where did you get this
book?

10. Tala darwaze par laga hua 10. A padlock is fastened on
hai. the door.

11. Bag me# tarah tarah ke n. In the garden all sorts of
bute lage hai#. shrubs are planted, (or,

various sorts of).

12. Sahib ke kam me kitne 12. How many labourers are
mazdur lage hai#; on the gentleman's work?

13. Wuh sawere nikla taki apne 13. He went out early that he
bag mew mazdur lagawe. might set labourers to work

in his orchard.

14. Is kothi par kitna rupaya 14. How much money was spent
laga hai? on this house?

15. Ji se ji laga hai. 15. Heart answers to heart.

IOI

1 6. Uske kurte men paiwand 16. He has a patch on his
laga hai. shirt.

17. Takhte par kya ishtihar 17. What notice is (fastened)
laga hai? on the board?

1 8. Wuh apne kam men laga 18. He sticks to his work,
rahta hai.

19. Sab masalih lag chuka hai. 19. All materials are spent.

20. Sahib ke ane ki ummed 20. We are expecting the gen-
lagi hui hai. tleman.

21. Use ilzam kyun laga? /2i. Why was he accused?

22. Sab chizen durusti se lag f 22. All things are set in order,
gayf ham.

23. Lahaur jane men do ghante 23. It will take two hours to
lagewge. reach Lahore.

24. Dhup men attkhen nahiw 24. (My)eyes won't stand the
lagtiTZ. sun.

25. Shahr men ban ag lag 25. There is a big fire in the
gayi hai. city.

26. Kot ko kitna kapra lagega? 26. How much cloth will it take

for a coat?

27. Dimak dari ko lag gayf 27. The white ants are at the
hai. . carpet.

28. Munshf sahib ke munh laga 1/28. The munshi has the ear
hai. of the sahib.

29. Char din se mujhe sardf 29. I have been chilly for four
lagti hai. days.

30. Isdarakhtparbare achchhe 30. This tree bears beautiful
phul phal lagte hai#. flowers and fruit.

31. Us ko bimari lag gayi hai. 31. He has contracted the

disease.
y

32. Tambaku mere munh lag 32. I've 'acquired a taste for
gaya hai. tobacco.

33. Is hisab men ban galati 33. There is a big mistake in
lag gayf hai. this account.

IO2

34- Is lakri par pital laga do.

35. Ihub zor lagao.

36. Mali, sab butow ko qatar
mew lagao.

37. Dawai uske hath par lagao.

38. Dawai us ki a?zkh men dalo.

39. Mez lagao. (Palang, dari,
sab chizew).

40. Is lifafe par do paise ka.
tikat lagao.

41. Itni der kyun lagi? Phir
mat lagana.

42. Us ne mere bhai se dosti
lagai hai.

43. Uske chabuk lagao. (kore
lagao.)

44. Ji lagakar Ihuda ka kam
karna chahiye.

45. Ilzam na lagaya karo.

46. Baggi par rang lagana
chahiye.

47. Apna ikka dusre ke sath
lagao.

48. Mera unke sath kya lagao
hai?

49. Mai unse alag (a + lag)
rahta hun.

34. Fasten the brass to this
wood.

35. Exert yourself. Put to your
strength.

36. Gardener, put all these
plants in a row.

37. Put the medicine on his
hand.

38. Put the medicine in his eye.

39. Set the table. (Make the
bed. Put down the carpet.
Put everything in place).

40. Put a two pice stamp on
this envelope.

41. Why have you spent so
much time? Don't do it
again. (Why so great late-
ness spent?)

42. He has made friends with
my brother.

43. Whip him. (Scourge him).

44. One ought to do God's
work with the whole heart,
(putting the mind to.)

45. Do not make accusations.

46. You ought to paint the
buggy.

47. Put your ekka alongside
the other.

48. What have I to do with
them?

49. I stay apart from them.

103

5<3. Mera dil yahaw nahiw lagta. 50. I'm homesick. I don't like

this place.

51. Kot ko mitti lag gayi hai. 51. There's earth on your coat.
Jhar do. Dust it off.

Vocabulary. Alfdz.

par

fear

Ishtihar

notice

Mitha, -i, -e

sweet

Masalih

spices, condi-

Sakht

hard, harsh

ments, building

Chot

injury

materials

Hath

hand

Chukna

to finish

Tala

lock

Ilzam

accusation

Darwaza

door, gate

Durust

correct

Bag

orchard, garden

Durusti

correctness

Buta

shrub, tree

Ghanta

hours, bell

Mazdur

hired one

Dhup

sunshine

Mazduri

hire

fire

Sham

evening

Sardi

a cold

Subh

morning

Phul

flower

Dimak

white ant

.Phal

fruit

Darakht

tree

Hisab

account

Bimar

sick

Zor

strength

Bimarf

sickness

Qatar

line

Pi'tal

brass

Lifafa

. envelope

Mali

gardener

Bhai

brother

Der

lateness

Chabuk

whip

Dosti

friendship

Ikka, ekka,

Lagao

put on, n. relation

yakka

one horse cart

Sawere

early.

Dil

heart

Nikalna

to go out

Muwh

ywrouth

heart

Mez

table

Kurta

shirt

Palang

bed

Paiwand

patch

Tambaku

tobacco

Takhta

board, slate

Jharna

to sweep, dust

IO4

Conjugation.

Mam das baje roti pakane lagta I begin to cook the meal at

him, lagti him ten o'clock.

Tu das baje roti pakane lagta hai, Thou beginnest to cook at ten.

lagti hai.

Wuh das baje roti pakane lagta He, She, begins to cook at ten.

hai, lagti hai.

Ham das baje roti pakane lagte We begin cooking at ten.

ham, lagti ham.

Turn das baje roti pakane lagte, You begin cooking at ten.

lagti, ho. [lagti, ham.

Ap das baje roti pakane lagte, You begin baking bread at ten.

Wuh das baje roti pakane lagte, They begin baking bread at

lagti, ham. ten.

Mam kal subh likhne lagimga I shall begin writing to-morrow

lagimgi. morning.

Tu kal subh likhne lagega, la- Thou wilt begin writing in the

gegf. morning.

Wuh kal subh likhne lagega, He, She, will begin writing to-

lagegi. morrow morning;

Ham kal subh likhne lage^ge, We'll begin writing to-morrow

lagewgi. morning.

Turn kal subh likhne lagoge, You'll begin writing to-morrow

lagogi. . morning.

Ap kal sawere likhne lage^ge, You'll begin writing early to-

lage/zgi. morrow.

Wuh kal fajr likhne lage^ge, They'll begin writing to-morrow

lageTzgi. morning.

Mam kal sawere banane laga I began to make it early yester-

tha, lagi thi. day.

Tu kal sawere banane laga Thou didst begin early yester-

tha, lagi thi. day to make it.

Wuh kal sawere banane laga He, She, began early yester-

tha, lagi thi. day to make it.

Wuh parson sham banane laga

tha, lagi thi.
Ham parson banane lage the,

lagi thin.
Turn parson sham ko banane

lage the, lagf thin.
Ap parson sham ko banane

laga tha, lagi thi.
Wuh parso sham ko banane

lage the, lagi thi#.

He, She, began to make it day
before yesterday evening.

We began to make it day be-
fore yesterday.

You began at even, day before
yesterday, to make it

You began at even, day before
yesterday, to make it.

LESSON XVI. SOLAWAW SABAQ.
Passives.

1. Dekha jaega. (Usko dekha
jaega.)

2. Mujhe ap ka zer saya diya.
jae.

3. Wuh shahr ke pas dekhe
gaye the.

4. Qismat se lara nahm jata.

5. Mango to tumhen diya
jaega. Khatkhatao to turn-
hare waste khola jaega.

6. Kyu#ki jis ke pas hai use
diya jaega, magar jis ke pas
nahi;z hai, us se wuh bhi
jo uske pas hai, le liya jaega.

7. Madrase ka bandkiya jana
unk liye bari taklif ki bat
thi.

8. Makkhankalbhejagayatha.

9. Pachas admi larai me mare
gaye.

1. I'll see about it. (If 11 be
seen to.)

2. May I be taken under your
(shadow) care.

3. They were seen near the
city.

4. One can't fight with fate.

5. Ask and it shall be given
unto you. Knock and it
shall be opened for you.

6. For whoso has to him shall
be given, but whoso has
not, from him even that he
has shall be taken away.

7. The school's being closed
was a great vexation to
them.

8. The butter was sent yester-
day.

9. Fifty men were killed in the
fight.

io6

10. Yih kamroz roz kiya jatahai.

11. Yih kam mujh se nahiw
kiya jata, or, Yih kam mujh
se nahin hota.

12. Kya wuh rotian unko di
gayi hain.

13. Tin lote laye gaye hain.

14. Aj mujh se roti khai nahi
jati.

15. Sab darwaze band kiye gaye

1 6. Agar us taraf le jao, to

ghora mara jaega.
17. Chauki kyun nabheji gayi?
1 8. Chauki kyu# nahin bheji

gayi?

19. Roti larke ko kyun nahin
di gayi?

20. Ghora kyuw na lay a gay a?

21. Agar maiw wahan gayi, to
mari jauwgi.

22. Yih mera bara larka "Qazf"
kahlata hai.

23. Wuh is larai mew bheja gaya
taki wahan par jakar mara
jae.

24. Zarur hai ki yih kam aj
kiya jae.

25. Chahiye ki yih thag aj hi
mara jae.

26. Lazim tha ki yih bat ap
se puchhi jae.

10. This work is done daily.

11. I can't do this work.

12. Have those loaves been
given them?

13. Three jugs have been
brought.

14. I can't eat to-day.

15. All the doors have been
shut?

1 6. If you take him that direc-
tion, the horse will be killed.

17. Why wasn't the chair sent?

1 8. Why has not the chair
been sent

19. Why has not the bread
been given to the boy?

20. Why was not the horse
brought?

21. If I went there, I'd be killed.

22. My elder boy is called
"Judge".

23. He was sent into the fight
that he might go there and
be killed.

24. It is imperative that this
work be done to-day.

25. It is fitting that this thug
be killed to-day.

26. It was proper that this thing
be asked of you.

Vocabulary. Alfdz.

Zer under Madrasa

Saya shadow Taklif

Qismat Kismet, fate Makkhan

Khatkhatana to knock Kahlana

Kholna to open Zanir

Pas near, by Lazim

school

vexation

butter

to be called

necessary

proper,obligatory.

LESSON XVII. SATARWA^V SABAQ.
Passives and Causals.

1. Kis ne yih bartan tora?

2. Memsahiba, yih to mujh
se tuta.

3. Alu pak gaye ham? Pak
gaye.

4. Us ne ban sakht mar khai.

5. Mera hath kat gaya hai.

6. Mera paow kata gaya
hai.

7. Yih lafz kis tarah isti'mal
hota hai?

8. Munshi log isi tarah se
isti'mal karte haiw.

9. Sahib Urdu parhte haiw,
munshi unko parhata hai,
kyuki mishan (sarkar)
parhwati hai.

io. Yih shart hui ki jo hare
uske kan kate jae.

1. Who broke this dish?

2. Madam, I broke it (acciden-
tally).

3. Are the potatoes cooked?
They are.

4. He was very badly beaten
(ate a very harsh beat-
ing).

5. My hand has been cut off
(accidental).

6. My foot has been cut off.

7. How is this word used?

8. The munshis use it thus.

9. Sahib is studying Urdu,
the munshi is teaching him
for the mission (the Gov't)
makes him learn it

io. This wager (condition) was
laid that whoever lose, his
ears be cut off.

io8

n. Baba so raha hai, kyu^ki n.
aya ne sawere sula diya,
is liye ki memsahiba roz isi
waqt aya se sulwa deti ham.

12. Ap ki gari ban rahi hai? 12.
Han, mistri Ibrahim bana
raha hai. Main apna kull
lakri ka kam usi se banwata
hun.

13. Suji ata, alii, yahan bikte 13.
hain.

14. Yih bania ajkal kapra sasta 14.
bech raha hai, is liye ki
mausim guzarne par dusre
dukandar apna mal yahi
bikwate haw.

15. Masih salib par dusrcw ke 15.
liye mar gaya.

1 6. Sipahio^ ne usko mara tha 16.
(mar dala).

17. Yahudlcw ne milkar Pilatus 17.
ke hukm se usko marwaya

tha.

18. Jab sahib darwaze khul- 18.
wane lage, to bera kholne
gaya, lekin wuh ap se ap
khul gaye.

19. Jaldi uthkar yih sanduq
utha lo, kyu^ki main is
kamare se sab chizen uthwa
deti hun.

19.

The baby is sleeping, for
ayah put it to sleep early,
because madam has him
daily put to sleep by the
ayah at this time.
Is your carriage making? V'
Yes, master- workman Abra-
ham is making it. I have
him do all my wood work.

Soojee, meal, and potatoes

are sold here.

This shopkeeper is selling

cloth cheap these days, for

when the season is over

(passing), other shopkeepers

have their goods sold

here.

Christ died on the cross

for others.

The soldiers killed him.

The Jews agreeing together
(meeting) had him killed by
Pilate's order.
When the master began
to have the doors opened,
the bearer went to open
them then, but they came
open themselves.
Get up quickly and take
up this box for I am having
all these things taken out
from this room.

109

20. Chore ne pani pi liya hai?

21. Ha, mam har subh nau
baje pilata hun, kyuVzki
malik safar se pahle pilwate

22. Ya to is chauki ko bhejo
ya lejao. Zarur hai ki aj
pahutfch jae. Aj pahuw-
chaoge? Pahuwchauwga.

23. Main ne cha pi li, aur us
ko bhi pila di.

24. Aya ne roti kha li aur usne
baba ko bhi khila diya hai.

25. Chahetumkatochahekatao,
zarur hai ki aj kat jae.

26. Khah (khwah) larka ap is
bandobast ko tore, khah
kisi se torae, aj hi tut jaega.

27. Chahe larkia kutte ko aj
beche^ chahe kisi naukar
se bikwae?2, aj zarur bike.

28. Tota kis tarah tumhare hath
se chhuta?

29. Mai;z ne to nahin chhora,
baba ne mere hath se
chhuraya.

20. Has the horse been watered
(drunk)?

21. Yes, I water him every
morning at nine o'clock*
for the master has him
watered before a journey.

22. Either send this chair or
take it. It must be there
to-day. Will you get it
there to- day?( Will you cause
it to arrive?) I will.

23. I drank tea and gave to him
too (also made him drink).

24. The ayah has eaten her
food and has also fed the
child. (Note the "li" for
her own food, and the
"diya" for the other's.)

25. Whether you cut it or have
it cut, it must be cut to-
day.

26. Whether the boy breaks
this arrangement himself,
or has some one else break
it, it will be broken to-day.

27. Whether the girls sell the
dog to-day or have some
servant sell it, it must be
sold to-day.

28. How did the parrot get
out of your hand?

29. I did not let it go, the child
took it from my hand.

30. Un char larkow ne bari
bharf lakri uthai.

31. Ha, ham ne charow larkow
se uthwai thi.

32. Malik negaemujhsemurwai,
aur maiw ne bahuteri mori,
par wuh na mun.

33. Sardar mujh se murgiaVz
nikalwate the, aur go main
ne bahut koshish ki ki unko
nikal dun, wuh na nikli.

Vocabulary. Alfdz.

Bartan

vessel, dish Bilkull

Tutna

to break (itself) Suji

Torna

to break some-

thing Ata

Torwana

to have break

Katna

to be cut, cut off Parhna

Katna

to cut, bite Parhana

Katwana

to have cut Parhwana

Paow

foot, feet Harna

Isti'mal

use Sona

Bikna

to sell (neuter) Sulana

Bechna

to sell (active) Sulwana

Bikwana

to have sell

Pina

to drink Banna

Pilana

to water, make Banana

drink Banwana

Pilwana

to have watered Marna

Roz

day, daily Marna

Mistari

master -workman Marwana

Kull

whole, entire Uthna

30. Those four boys picked up
a very heavy stick.

31. Yes, we had the four boys
pick it up.

32. Its master had me head
off (turn) the cow, and I
tried to (turned her a lot) but
she did not turn (would not).

33. The chief was having me
put out the chickens, and
although I made a great
effort, they did not go out.

entirely

meal of wheat

germ

coarse wheat

meal

to read, study

to teach

to cause to read.

to lose

to sleep

to put to sleep

to have one put

another to sleep

to be made

to make

to have made

to die, be beaten

to, kill, beat

to cause to beat

to get up

Ill

Uthana

Uthwana
Bania

Dukan

Dukan-dar

Mausim

Salib

Sipahi

Sanduq

Safar

Ya . . . . ya

PahuTzchna

Pa.huncha.na.

Khana, kha

lena

Khila dena
Khilwana

Tota, toti

to pick up, make

get up

to make pick up

shopkeeper,

money-lender

shop, store

shop-keeper

Season

Cross, crucifix

sepoy, soldier

box

journey

either ... or

to arrive

to make arrive

to eat

to feed another
to have one feed
another
parrot

Chhutna

Chhorna

Chhurana

Murna

Morna

Murwana

Chahe ... chahe Either

Ihwah . . . khwah Either .

Khah...khah Either.

Chaho . . . chaho Either .

to get away
to let away
to make let go
to turn
to make turn
to have turn

. or
. or
or
or

Nikalna
Nikalna
Nikalwana
Sardar

Koshish
Khulna
Kholna
Khulwana

to go out
to put out
to make put out
chief, head -ser-
vant

endeavour
to come open
to make open
to have some one
open something.

Conjugation.
Passive, Present Indicative and Subjunctive.

Pani garm kiya jata hai
Pani garm ho raha hai
Chaukia taiyar kf jatf haiti

Yih kam abhi kiya jae
Yih bat abhi ki jae
Log pak saf kiye jae
Yih larkiaw abhi parhai jae
Yih mere kapre aj dhoe jaew

Water is being warmed
Water is getting warm
The chairs are being made

ready

Let this work be done at once
Let this thing be done at once
Let the people be cleansed now
Let the girls be taught at once
Let these clothes of mine be

washed to-day

112

Mere kapre dusre tisre roz dhoe My clothes are washed every

jate haiw day or so (lit. second third).

Mere kapre kue?z par dhoe ja My clothes are being washed

rahe hai/z at the well.

Passive Future.

Mai/z waha par jakar mara I shall go there and be killed

jautfga (mari jau/zgi)

Tu waha?z par jakar mara jaega Thou wilt go there and be killed

(mari jaegi)

Wuh waha/z par jakar mara He, She will go there and be

jaega (mari jaegi) killed

Ham waha/z par jakar mare We'll go there and be killed

jae/zge (mari jaewgiw)

Turn waha?z par jakar mare You'll go there and be killed

jaoge (mari jaogiw)

Ap waha?z par jakar mare You'll go there and be killed

jae#ge (mari jae?zgi;z)

Wuh waha>z par jakar mare They'll go there and be killed

jae#ge (mari jaewgi/z).

Past Tense Passive.

Main kal mara gaya (mari gayi) I was beaten yesterday

Tu parso?z mara gaya (mari gayi) Thou wast beaten day before

yesterday

Wuh atarsow mara gaya (mari She, He was beaten day be-

gayi) fore that

Ham aj mare gaye (mari gayi;z) We were beaten to-day

Turn kal mare gaye (mari You were beaten yesterday
^ gayiw)

Ap parson mare gaye (mari You were beaten day before

gayi/z) yesterday

Wuh parsal mare gaye (mari They were beaten last year.

gayi/z)

LESSON XVIII. ATHARAWA^V SABAQ.
Relative Pronouns. Ism-i-zamir.

i. Jo ghora kal hamko mila
tha, wuh bahut hi achchha
hai.

2. Jis admi ne mujh ko mara,
wuh mera bhai hai.

3. Jis 'aurat se ap ne meri
kitab li, wuh meri aya hai.

4. Jis larke ko hazur ne paise
diye, wuh mere bhai ka
beta hai.

5. Wuh dukandar jinhow ne
ap ke pas kitabew bheji
ham, kutub-farosh hai#.

6. Wuh ghorejinkoapne bazar
me% dekha, wuh Arabi ham.

7. Khudawand ne un admio/z
ko, jo uske pichhe ho chale
the, kaha ki Jo koi meri
pairawi karna chahe, wuh
apni salib roz utha le.

8. Jo lafz ap ne abhi isti c mal
kiya, uske kya ma c ne hai?

9. Jo ho, so ho.

10. Jo aya malamal hokar chala
gaya.

II. Jo huzur ki marzi, mujhe
manzur hai.

1. The horse we got yester-
day is a very good one.
(What horse yesterday to
us met, he is very good)

2. The man that beat me is
my brother.

3. The woman from whom you
got my book is my ayah.

4. The boy to whom you gave
the coppers is my brother's
son.

5. Those shopkeepers who
sent you the books are
book-sellers.

6. Those horses that you saw
in the city are Arabians.

7. The Lord said to the men
who were following him,
Whoever wishes to follow
me, let him take up his
cross daily.

8. What is the meaning of that
word you used just now?

9. Let come what may, or,
What will be, will be.

10. Whoever came, went away
rich. (Chala gaya though
passive in form, cannot be
meaning).

11. Whatever is your honour's
will, is acceptable to me.

114

12. Tab wuh firishta, jis ne us
se bate/z kin, chala gaya.

13. Wuh turn se aisi batew
kahega, jin se turn aur
tumhara gharana najat
paega.

14. Jo jaisa kam karega, waisa.
paega.

[wuhi karo.

15. Jo kuchh wuh turn se kahe,

1 6. Jaisa kiya waisa paya

[le lo.

17. Jitna turn ko chahiye, utna

1 8. Jab tak sans tab tak as.

19. Wuhi Sindbad jise turn mua
jante ho, main hu#.

20. Jin larkow ne mere larke
ko mara, wuh bazar ke
sharir larke hai. or, Wuh
larke jinhow ne mere larke
ko mara, bazar ke sharir
larke hai//.

2 1 . Wuh larka jo kal mujhe gall
de raha tha, mam ne usko
khub mara. or, Jo larka kal
mujhko gali de raha tha,
main ne usko khub mara.

22. Jis jis ka lena dena hai likha
do to jiska jitna munasib
hai, diya jaega.

12. Then the angel, that had
spoken to him, went away.

13. He will tell you such things
from which you and your
household shall obtain sal-
vation.

14. Whatever work whosoever
does, according to that he
will obtain. (Each one will
receive his deserts.

15. Do whatever he tells you.

1 6. As he did, so he got. He
got tit for that.

17. Take as much as you need.

1 8. While there is life there is
hope.

19. That Sindbad that you
thought (think) dead, I am
he.

20. Those boys who beat my
boy are the bad boys of
the street.

21. I beat that boy, who was
blackguarding me yester-
day, most thoroughly.

22. Write down (to me) the
credits and debits of every
one, and whatever is proper
shall be given to each one.

23. Jidhar ko moro, udhar ko
jata hai.

24. Jis kisi ke pas men' kitab
hai, wuh jaldi mujh ko de.

25. Wuh admi jis se turn ne
roti li, wuh bara bad-
ma'ash admi hai.

26. Ap kaunsa kapra chahte
hai;/?

27. In men se ap ko kaunsi
kursi chahiye?

28. Ap kaunse admioTZ ko
puchhte hai?

29. Yih kahe ki bani hai? or,
Yih kis chiz ki bani hai?

30. Yih lakri kis kam ki hai?

31. Yih to bare kam ki hai?
Sab chize is sebantihaiw?

32. Yih to kisi kam ka nahfo,
Phewk do.

33. Is se kuchh faida hota hai?

34. Han, janab c ali, bara faida-
mand hai.

35. Is dawai se kuchh faida hua
hai?

36. Jis ko jitni tankhwah a baqi
hai, di jaegi.

37. Ap kise puchhte hai?

38. Kisi ko bhi nahi.

39. Ap kis se puchhte haiw?

40. Mai/z ap se puchhta hun.

41. Yih dawai bilkull be-faida
hai.

23. Whithersoever you turn him
thither he goes.

24. Whoever has my book, let
him give it to me quickly.

25. The man from whom you
got bread is a great rogue.

26. Which sort of cloth do you
wish?

27. Which of these chairs do
you want?

28. Which men are you asking
for?

29. What is this made of?

30. What is this wood good for?

31. Lots of use. All (sorts of)
things are made from it.

32. This is useless. Throw it
away.

33. Is this any use?

34. Yes, sir, it is very useful.

35. Has this medicine relieved
you?

36. Whatever pay is back
(owing) to whomsoever, it
will be given him.

37. Whom are you inquiring for?

38. For no one.

39. Whom do you ask?

40. I am asking you.

41. This medicine is quite use-
less.

Vocabulary Alfdz.

Kutab

books.

Pana

to get by effort

Farosh

selling

Jo koi

whosoever

'Arab

Arabia

Jo kuchh

whatever

'Arabi

Arabian

Sas

breath

Khudawand

lord, Lord

hope

Pichhe

behind

Jitna, jitni

however much

Pair

foot

Utna, utni

that much

Pairawi

following

Jo, jis, jo, jin

who, whose

that

Munasib

fitting, proper

Mai

wealth

Sharir

wicked

Malamal

wealthy

Gali

abuse (of the

Marzi

will, wish

tongue)

Badma'ash

a bad character

Faida

advantage

Firishta

angel

Faidamand

advantageous

Ma'ne

meaning

Phe?zkna

to throw

Gharana

househould

Jidhar

whither

Najat

salvation

Udhar

thither.

The relative may be with its antecedent, as in I, 2,
3, 4, or it may follow it as in 5, after the English manner.
"So" in 9, is not much used in Urdu but a good deal in
Hindi.

In 14, 22, and 37, is an idiom much used by the Indians.

Diversification.

Take the nouns roti, rotiaw, admi, pani, kitab, kitabew,
mez, ghoriaw, larke, rupaya, rupae, and substitute for "ghora",
making the necessitated changes in sentence, until you can do
so without hesitation. It will be a most valuable exercise in
genders, as well as in relatives.

Take sentences 2, 3, 4, 5, and change numbers.

Let the teacher after these relative sentences in one form
are mastered, give the other form also.

LESSON XIX UNISWAA^ SABAQ.

Subjunctive {Present ana Past, so called "Aorisf* and Past
Conditional).

1. Chahiye ki yih gosht aj
pakaya jae.

2. Jab tak bartan na sukhe,
pani na dala jae.

3. Wuh is liye bheje gaye, taki
wahaw par jakar mare jae.

4. Chahiye ki yih karri abhi
kiya jae.

5. Chahiye ki sab log Thuda
ki bandagi kare;/.

6. Chahiye tha ki yih kam kal
ho jata.

7. Chahiye tha ki ap mujh
ko khatt likhte.

8. Lazim tha ki ap pahle mera
kam karte.

9. Zariir hai ki yih kam pahle
kiya jae.

10. Zariir tha ki yih kam pahle
kiya jata.

1 1. Kash ki ap kal ate, tab thik
tha.

12. Mai/2 chahta huw ki ap

1. This meat ought to be
cooked today.

2. Don't put in the water till
the vessel dry (Let it not
be put in).

3. They were sent for this
(purpose) that they might
go there and be killed.

4. This work ought to be done
at once.

5. All people should serve
God.

6. This work ought to have
been done yesterday.

7. You should have written
me a letter.

8. You should have done my
work first.

9. It is necessary that this
work be done first.

10. It was necessary that this
work be done first (which
it was not).

11. O that you had come yester-
day, then it would have
been (was) all right.

12. I wish you to come.

13- Chalo, tumhe# aj badshah 13. Come along, I'll take you
pas le chalu. to the king to-day.

118

14. Khuda jane kya kuchh
banega.

15. Shaid taiyar ho.

1 6. Main darta hun ki bad-
du'a na kare.

17. Mumkiw hai ki taiyar ho.

1 8. Kya yih larka ap ke liye
jae? Koi jae.

19. Kya ap chahte haw ki main
isi tarah batan lagauw?

20. Us ne chaha ki larke ko
maruXparwuh marnasaka.

21. Uska ji chaha* ki ghar
chhorke maw aur kahin
chala jauw.

22. Chor ko chor hi pahchane.

23. Marta kya na karta.

24. Khiyali pilao pakae.

25. Samp ka kata (hiia) rassf
se dare.

14. God knows what may be
the outcome.

15. Perhaps it's ready.

16. I fear lest he may curse (me).

17. It is possible that it is ready.

1 8. Shall this boy go for you?
Any one may go.

19. Do you wish me to put
the buttons on this way?

20. He wished to kill the boy
("may I kill the boy"), but
was not able to (kill) do it.

21. His heart desired to leave
home and go somewhere
else.

22. Only a thief recognises a
thief. "Set a thief to catch
a thief.

23. What won't a dying man do?

24. He cooks imaginary "pilao".
He builds castles in the air.

25. He whom a snake has bitten

fears a rope.

The (present) subjunctive may be called the indefinite
future, as it is used to express ideas which may be true, things
that may come to pass. Consequently, after verbs of hope or
fear, doubt, wish, purpose, or obligation we use this indefinite
future, or "present subjunctive"; while to express ideas that
might have come true, but did not, we use the past conditional
or as I prefer to call it, past subjunctive. Compare 4 and 5,
6 and 7, 8 and 9 and 10.

* Why they do not say "ji ne chaha", I have not been able to
find out.

The present subjunctive is used to set forth axiomatic
truth, as in 14, 24, 25.

In 13 we have "pas" used with the person, where a place
would take "ko". Take it to the lady, Memsahiba ke pas le
jao, but, Take it to the city, Shahr ko le jao.

Sukhna
Sukha
Sukhana
Sukhwana

Dalna

Kash

Badshah

to dry

dried, dry

to make dry

to have one make

dry

to put in

would that

kins

Vocabulary. Alfdz.

Pahchanna

Kahiw

Chor

Khiyal

Khiyali

Samp

Rassi

Shaid

to recognise

somewhere

thief

thought, idea

imaginary

serpent

rope

perhaps

Diversification.

In i substitute liya, diya, khaya, bheja, kharida (bought), bike.

In 4 substitute for "kam", roti, gosht, alu, ata, with "pakaya,
pakae".

In 8 and 9 substitute in proper form khatt likhte, bulate,
and lana, dena, lena, rokna, batana, dikhana, dhundhna.

In 12 put any of these verbs.

LESSON XX. BISWAS SABAQ.
Participles.

1 . Wuh roti khakar chala gaya.

2. Wuh roti khakar jaega.

3. Roti khakar wuh apna kam
shuru' karta hai.

4. Wuh uth uth kar chalne
laga.

5. Yisu'ne roti li aur shukar
karke tori.

1 . He, having eaten,went away.

2. He will eat and go.

3. He eats before he begins
work.

4. Rising with difficulty he (or,
After several attempts he
arose and) started to go.

5. Jesus took bread and, hav-
ing given thanks, broke it.

I2O

6. Unhotf ne jan bujhke kiya. 6. They did it knowingly

(having known).

7. Dawai pilakar jao. 7. Give the medicine before

you go.

8. Dawai pilate hi jao. 8. As soon as you have given

the medicine, go.

9. Dawai pilate jao (or, pilate 9. Go on giving the medicine,
raho).

10. Dawai pilate hi larki ach- 10. The girl recovered as soon
chhi ho gayi. as they gave the medicine.

11. Usko marte hi lakri tut n. The stick broke on strik-
gayi. ing him.

12. Goli ke lagte hi ghora mar 12. As soon as the ball struck
gaya. him, the horse died.

13. Waha>z chalkar mere liye 13. Go there and wait for me.
thahre raho.

14. Rel ke ate hi dhobi nikal 14. The washerman came out
aya. the instant the train came.

15. Pahu/zchte hi uska ghora 15. His horse fell on arrival,
gir para.

1 6. Wuh khara hokar kahne 16. Standing up he said, On
laga, ki yih bat sunkar mai# hearing this I, too, grew
bhi gusse hua. angry (in anger I became).

17. Main ne usko beta karke 17. I brought him up as a son.
pala.

1 8. Ba'z Hindu is patthar ko 18. Some Hindus honour this
Khuda karke mante hain. stone as God.

19. Main ne us ko mazbut karke 19. I tied it tight (making it
bandha. strong).

20. Mai/z uske sath gulam hoke 20. I lived with him as a slave,
raha.

21. Gariwan ne ghora mar 21. The coach-man beat and
marke chalaya tha. beat the horse to make

it go.

121

22. Maiw ande bechkar murgia>2 22. I'll sell the eggs and buy
kharid luwga. hens.

Note. The time denoted by the participle in "kar" or
"ke" both of which are in good usage, though "kar" is ordi-
narily preferred, is time previous to that of the verb, and so
may be used for past time, as in I, 4, 6 &c. ; or for future,
as in 2, or, as in 3 and 18, to denote a course of action; while
karke and hoke are some times used as "as", 17, 18, 20.

Diversification. Make a number of sentences on the model
of 7.

In 8, 10, n, 12, 14, 15 "par", on, is understood with the
participle, so it takes the prepositional form in "e".

Vocabulary.

Shukr thanks

Jan bujhkar purposely

Thahrna

to wait

Girna, Gir

to fall

parna

Parna

to lie, fall

Beta

son

Beti

daughter

Mazbut

strong

Gulam

slave

Ganwan

coachman

Anda

egg

Kharidna

to buy

Patthar

stone

LESSON XXI. IKKISWA^V SABAQ.

Participles. ,

1. Mai ne usko ghar par I. I saw him (seated) sitting
baitha dekha.

2. Ham ne unko shahr se
ate dekha.

3. Un larko/z ne usko shahr
ki taraf jate dekha.

4. Larkio?z ne turn ko daurte
dekha.

5. Log ham ko roti khate dekh

at home.

2. I saw them coming from
the city.

3. Those boys saw him going
toward the city.

4. The girls saw you running.

rahe the.

5. The people were watching
us eat

122

6. Main dhobi ko kapre dhote
dekh raha hun.

7. Man roti pitti beti ke ghar
gayi.

8. Larki yih kahti hui ghar
chali gayi.

9. Kutta bhau#kta bhau^kta
meri taraf aya.

I o. Ky a tumne usko mua dekha ?

11. Yih bhai leta hua jagta tha.

12. Gyara baje se lekar char
baje tak usne mujhe pas
bithae rakha.

13. Din hote hote wuh a pa-
hunche.

14. Din hote hue larke pahuwch
gaye.

15. Main darta, darta (darte,
darte) us pas gaya.

16. Sote se uthkar wuh Misr
ko chala gaya.

17. Ham gate jate haiw.

1 8. Wuh apnf roti khata gaya.

19. ^har-gosh aj tak kano ke
dar ke mare bhagta phirta
hai.

20. Ketli phuta panf hath men
liye ata hai.

21. Itni rat gayi ap kyu ae
hai?

6. I am watching the washer-
man wash clothes.

7. The mother went to her
daughter's house, weeping
and beating her breast.

8. The girl went home saying
this (as she went).

9. The dog came barking
toward me.

10. Did you see him dead?
1 1 .This brother was lying awake.

12. From ii o'clock to four
he kept me seated by him.

13. They came as it was get-
ting day.

14. The boys arrived while it
was yet day.

15. I fearfully afraid went to
him.

16. Arising from sleep(ing), he
went to Egypt.

17. We go on singing, or, we
go singing.

1 8. He went on eating his bread.

19. The hare (ass-ears) for fear
of his ears goes fleeing
about till now.

20. He is coming with a kettle
of boiling (broken) water
in his hand.

21. Why have you come so
late at night? (so much
night having gone).

123

22. Memsahiba kuchh rat rahe
se uthkar l<Chuda ki 'ibadat
kar rahi haiw.

23. Wuh daurta hua chala ata
* hai.

24. Sir niche kiye (hue) khara
hai.

25. Us ke samne dane pare
hue the.

26. Yih larka parha hua hai.

27. Yih parha hua larka hai.

28. Darwaze se sir nikale khare
the.

29. Ma?2ge bagair tumne kyun
liya?

30. Bin-mawge unhow ne mujh-
ko diya.

31. Pas akar wuh be-puchhe
kahne laga.

32. Mai;z batti hath men liye
au#ga.

33. Meri kitab lete ana.

34. Mai# sab ki kitabew lekar
jauwga.

35. Apni najat ke kam kiye
jao.

36. Jaha tak ho sake c ilm hasil
kiye jao.

37. Apko Panjab ae kitne baras
hue ham?

22. Madam has been worship-
ing God since before dawn
(arising while yet night).

23. He is coming running.

24. He is standing with head
down.

25. The grains were lying be-
fore him.

26. This boy is educated.

27. This is an educated boy.

28. They were standing with
heads thrust out of the
door.

29. Why did you take it wit-
hout asking?

30. They gave it me unasked.

31. Coming up he began to
say, without being asked.

32. I'll bring the candle in my
hand.

33. Bring my book when you
come.

34. I'll get the books of all be-
fore I go.

35. Go on doing works of your
salvation.

36. As far as possible, go on
acquiring knowledge.

37. How long have you been
in the. Punjab? (to you,
come to the P., how many
years have become).

124

38. Mera phata hua saya darzi
ko dedo, ki wuh uski ma-
rammat kare.

39. Is dukan men bane banae
jute aur sile silae kapre
mil jate hai#.

38. Give my torn skirt to the
tailor that he may mend it.

40. Agar paki pakai roti mil
jae to bihtar.

41. Is dudh men pani mila hua
hai.

42. Kyu^ki ham iman par chalte
hain, na ki aVzkhow dekhe
par.

Participles are
declined form in V

39. (You) can get ready-made
boots and clothing in thjs
shop, (boots, clothes made,
had made, sewn, had sewn).

40. It will be better if (we) can
get ready - cooked food
(bread).

41.' There is water mixed in

this milk.
42. For we walk by faith and

not by sight (not on that.

seen [by] eyes).

used either in agreement or in the
It is safe, however, to make the parti-

ciple agree with its noun, or pronoun, if that is a subject; if
it, however, is an object, with or without "ko", the participle
may be in the "a", form. When participles are repeated, as
in 9, 13, 15, they more commonly are in "e". In 21, "si 1 is
understood "gayi si 1 , as it is expressed in 22. In 24 28 hud,
hue, may be expressed or understood, as desired.

Vocabulary. Alfaz.

Rona

to cry

Misri

Rulana

to make cry

Pitna

to be beaten

Khar-gosh

Pitna

to beat

Bhagna

Pitwana

to have beaten

Bhagana

Bhauwkna

to bark

Phirna

Letna

to lie down

Pherna

Litana

to lay down

Phirana

Misr

Egypt

Phutna

sugar (from

Egypt?)
hare (ass-ear)
to flee
to make flee
to turn, go about
to make turn
to make go about
to break out (intr.)

125 -

Phorna to break open (tr)

Phatna to be torn

Pharna to tear

MaVzgna to ask for, want

Mawgana to send for,
Bana banaya ready made
Paka pakaya ready cooked
Sila silaya ready sewn
Dhona to wash

Daurna to run

Itna, itnf, itne so much, thus
much

to die

dead

grain

to lie, fall

without

Ibadat worship

Jaha where

Battf candle, wick

Najat salvation

c llm knowledge
Ma'lum (same

root) known

Hasil acquirement

Hasil karna to get, acquire

Saya skirt, shadow

I'man faith(never belief)

Marammat mending

Darzi tailor
Juta, jute, juti shoe, shoes

Kapra cloth, garment

Kapre clothes

Rat night

Sir head

Marna

Mua

Dana

Parna

Bagair

Bin, Be

Diversification. Interchange the nouns and pronouns of
the first ten sentences until you can do it readily. Interchange
all the verbs of n 18, then make all future.

In 37 ask "studying Urdu, writing Urdu, living in this city,
reading this book", then use for baras, din, mahine, der; if you have
much trouble or hesitation in this, your past work is "kachcha".

In i 10 substitute any participles that may be formed
from verbs in these sentences, e. g., in 6 say, Mam dhobi ko
kapre late dekh raha huw.

Have the teacher give sentences showing the usage of
these verbs in double and treble roots.

LESSON XXII. BAiswA^v SABAQ.
Exercises in "wdlcf 1 , English ^er".

i. Yih admi
wala hai.

khub daurne-

I. This man is an excellent
runner.

126

2. Kamitti in lakrf-, ghas-, cha-
rewalon ko shahr men bin
mahsul liye jane nahiw deti.

3. Yih marnewala jism baqa
ka jama pahinega.

4. Ghorewale Kabul se bahut
ate hai;/.

5. Yih admi bara chalnewala
hai.

6. Tez daurnewali ghori ham
ko chahiye.

7. Gariwala ap ko ek bakas-
wala dikhaega, aur ap us
se do paisewala tikit lekar
aur apni chitthi par laga-
kar, pattharwale ghar ke
bambe me dal dena.

8. Gaomvale bare khanewale
hote ha.ln.

9. Yih dag-wala ghora bikaii
hai, kyu#ki yih bara khau
hai.

IO. Uparwalo men se lena, ki
wuh achchhe hain.

2. The (municipal) committee
does not allow these wood-,
grass-, and fodder-men to
go into the city without
having taken tax (octroi).

3. This dying body shall put
on a garment of immor-
tality.

4. Lots of horse-dealers come
from Kabul.

5. This man is a great walker.

6. We want a swift running
mare.

7. The cartman will show you
a boxman, and from him
you will get a two-pice
stamp and put it on your
letter and cast it into the
pipe of the stone house.

8. Villagers are great eaters.

9. This spotted horse is for
sale, as he is a big eater.

10. Take from the upper ones

for they are good.
Never say "Achchewala dedo, as many do, i. e. "Give
a good one", but say "Koi achchha sa dedo, Achchhe alu de do,
Achchhi rotf do".

11. In Dilli-walo/z ke sath mat
rahna.

12. Yih larka pas ho jaega.

Bara honhar hai.

11. Don't stay with these men
of Delhi.

12. This boy will pass. He is
a very likely lad.

12; -

13- Mam apne bhejnewale pas
jata hutt.

14. Mere ba c d ke anewale ko
yih khatt dena.

15. Wuh Lahaur janewala hai.

1 6. Yih kale admio/z ko katne-
wala kutta hai.

17. Jis ka qissa main sunane-
wala hun.

1 8. Pakanewali koi nahi;z hai,
is liye shadi karta. hun.

19. Ai gathri-wale, kinare ho
jao.

20. Gharwali kahne lagi ki ghar-
wala bahar gaya hua hai.

21. Sab bato?* ko jo honewali
thi jankar, Masih shahr-i-
muqaddas ko chala.

22. Bonewala aur hai, katne-
wala aur.

13. I go to him who sent me.

14. Give this letter to him who
comes after me.

15. He is going to Lahore.

1 6. This dog bites black men.

17. Whose story I am about
to relate.

1 8. I Ve no house-keeper, so
I am getting married.

19. O bundle-man, get to one
side.

20. The wife began to say, Hus-
band is gone away (outside).

21. Knowing all things that
were about to happen, Christ
started to the holy city.

22. One sows (and) another
reaps. (Sower other is,
reaper other).

23. He who receives my sent
one, receives me rather,
he receives my sender.

23. Jo mere bheje hue ko qabul

karta hai,mujhe balki mere

bhejnewale ko, qabul karta

hai.

This ending "wala, wall
in "a", changes the "a" to "e"
gho/rwala. In many instances it has the force of an adjective.
In 9 we notice that "u" added to the root gives this same idea.
Also, "har" and "hara". This is a common idiom in the Punjabi.

added to a noun or inf.
as katna but katw^wala, ghora,

Vocabulary. Alfaz.

Kamitti Committee, usually. Ghas
the municipal Com. Chara

grass
fodder

128

Mahsul(hasil)

Tahsil (hasil)

Tahsildar

Jism

Baqa (baqi,
left)

Jama

pae jama (leg-
clothes)

Pahinna

Kabul

Tez
Bakas
Tikit
Chitthi

tax

tax-collecting
tax-collecter
body, flesh
immortality

clothes
pyjamas

to put on
Capital of Afgha-
nistan

sharp, swift
box

stamp,ticket,card
letter

Khatt

Dag

Upar

Pas

Honhar

Kala, kali,

kale
Qissa

Sunna,sunana
Shadi
Gathri
Kinara
Muqaddas
Bona
Qabul

epistle, letter
spot, blemish
above
"passed"
"likely", of parts
black-
tale

to hear, to tell
marriage
bundle
edge
holy

to sow (seed)
acceptable

LESSON XXIII TE!SWA^V SABAQ.
Permissives.

1. Wuh ham ko ane nahfe
dete.

2. Mam turn ko kal hi ane

3. Baba mujh ko kam karne
nahf deta.

4. Rahne do, koi dar nahin.

5. Jane do, koi bat nahvi.

6. Chhor do. Diqq mat
karo.

7. Rahne dijiye. Kuchh parwa
nahi.

8. Gall bakne do. Kuchh
muzaiqa nahin.

1. They won't let us come
(lit. They do not give us
to come).

2. I will let you come to-
morrow, indeed.

3. The child won't let me do
my work.

4. Let it alone, it's no matter.

5. Let it go, it's nothing.

6. Quit it. Don't vex me.

7. Never mind. It's no dif-
ference.

8. Let him blackguard. It's
no difference.

129

Q. Bimari usko parhne nahiw
detf.

10. Men ankhen mujh ko
parhne nahfo detfo.

11. Walid ne mujhko jane na
diya.

12. Memsahiba larko?z ko ane
na dengin.

13. Turn ne pani kyun na pine
diya?

14. Barish ham ko bahar ni-
kalne nahfo deti.

15. Shor baba ko sone nahi#
deta.

16. Janab c ali, ek admi ap kf
mulaqat ke liye aya hai.
Achchha ane do (or, Khair,
salam bolo).

17. Jis tarah usne larkow ko
ane diya mai ne bhi usi
tarah ane diya.

9. Sickness won't allow him
to go to school.

10. My eyes won't let me read.

11. Father did not let me go.

12. Madam will not let the
boys come.

13. Why did you not let him
drink?

14. Rain won't let us go out.

15. The noise won't let the
baby sleep.

1 6. Sir, a man has come to
see you (meet). Well, let
him come in. (Well, ask
him in.)

17. I let the boys in just as he
did. (In what way he let
the boys come, in that very
way did I.)

Baba

Diqq

Parwa

Muzaiqa

Bimar

Vocabulary, Alfdz.

child, old man
annoyed

matter of thought
of importance
sick

Bimari

sickness

Barish

rain

Shor

noise

Mulaqat

meeting

Salam

peace, greeting

Diversification. Substitute ten verbs from the diversification
list p. i, in 153, 2, 9, ii, and 17.

130

LESSON XXIV. CHAUBISWA^V SABAQ.
Compulsives.

1. Tumko kal Lahaur jana
parega.

2. Mujh ko likhna parega.

3. Hamew chha baje subh kam
par jana parta hai.

4. Roz roz do daf'a diidh ni-
kalna parta hai.

5. Munshi ko har waqt Urdu
bolna chahiye.

6. Shagird ko imtihan mew
Urdu bolna parega, is liye
chahiye ki abhi bola kare.

7. Mujhe ghar ka sara asbab
bechna para.

8. Turn ko likhna hoga.

9. Unko apne hath se lakri
katni paregi.

10. Agar jana para, to I^hair,
jauwga.

11. Use yih bat kahni pan aur
tumko bhi paregi.

12. Roz gharwale ko chitthi
likhni parti hai.

13. Larkow ko bare bare kam
karne pare.

1. You'll have to go to Lahore
to-morrow. (To you going
will fall.)

2. I'll have to write. (To me
writing will fall.)

3. We have to go to work at
six A. M.

4. We have to milk twice
daily.

5. The munshi ought to speak
Urdu at all times.

6. The pupil will have to speak
Urdu in examination, so he
ought to speak it now.

7. I had to sell all my furni-
ture.

8. You will have to write.

9. They'll have to cut wood
with their own hands.

10. If I have to go, then, Well,
I'll go.

11. He had to tell it and so
will you.

12. She has to write to her
husband every day.

13. The boys had to do a lot
of big jobs.

What we translate as subject is really in the dative
case with "ko" and parna may be used in mas., or fern, of
present, past, future, but of course only in the third person,

as the subject is always an infinitive. "Chahiye" denotes moral
obligation, while "parna" is compulsion from without.

Vocabulary. Alfaz.

Shagird disciple Likhana

Imtihan examination

Khair well Ghabrana

Likhna to write

to have write, to

dictate

to be nervous
(XXV, 10).

Diversification.

Change the pronouns to all other persons and numbers.
Instead of nouns and pronouns, substitute boy, boys, girl, girls,
man, men, woman, women, in 6. For verbs substitute buy, sell,
eat, feed, break, open, or any other familiar, verbs, with these
or other nouns as objects.

LESSON XXV. PACHISWA^V SABAQ.

1. Wuh isi waqt bazar jata
hoga.

2, Unko bari taklif hoti hogi.

3. Mai;z ne wuh ghora dekha
hoga, yad nahi.

4. Diya hoga. Pata nahiw raha.

5. Sach hoga. (Sach bat hogi).

6. Wuh shahr gaye ho;zge.

7. Unhorc ne ap ko chitthi
likhi hogi.

8. Larki aj tak mar gayi hogi.

9. Wuh dhup men marte
ho^ge.

1. He must be going to the
bazar just now.

2. They must be enduring
great trouble (to them great
trouble becoming will).

3. I must have seen the horse.
I don't remember.

4. I suppose I did give it.
I don't recollect.

5. It may be true.

6. They must have gone to
the city.

7. They must have written
you a letter.

8. The girl must have died
by to-day.

9. They must be dying in the
sun (hyperbole).

132

10. Kyu>z ghabrate ho? Wuh 10. Why are you so nervous?
ati hogi? She must be coming.

o o

11. Yih charpai ap ko chahiye n. You must be needing this
hogi. bedstead.

1 2. Ap ne bare bare safar kiye 1 2. You must have taken won-
ho;zge. derful journeys.

This "hoga" is never used in the present tense, so far as
I have observed, with the first person. If indefiniteness is re-
quired for the first person, then the indefinite future, the sub-
junctive, so-called "aorist", is used as, "shaid jau;z", perhaps
I may go, but in the past tense, where failure of memory
comes in it is quite common.

Diversification. Substitute the verbs of the table p. 153.

LESSON XXVI. CHHABBISWA^ SABAQ.
Continuative with "raknd".

1. Wuh din bhar yihi kam I. They keep doing this work
karte rahte haiw.

2. Yahi;z khare raho, jab tak
mai/z na au;z.

3. Baithiye Baithe rahiye.

4. Chup raho. Chupke se
baithe raho.

5. Wuh sara din baitha rahta
hai.

6. Wuh kha rahi hai. Wuh
khati rahti hai.

7. Darzi si raha hai. Wuh
sita rahta hai.

8. Wuh likh rahe ham. Wuh
likhate rahte hai;z.

all day.

2. Stay here till I come (Stand).

3. Be seated. Sit still.

4. Be quiet. Sit in silence.

5. He sits all day.

She eats

9. Go maiw ne usko mana'
kiya tha, wuh sharab pita
jata hai.

6. She is eating.
right along.

7. The tailor is sewing.
sews all the time.

8. They are writing. They dic-
tate all the time.

9. Though I forbade him, he
goes on drinking liquor.

133

10. Wuh sara din sharab pita
rahta hai.

1 1 . Agarchi man ne bulaya
tha, wuh parhta gaya.

12. Ustad ne mana c kiya, lekin
wuh gata gaya.

13. Khushi ke mare wuh gati
rahti hai.

14. Uska sara mal jata raha hai.

15. Meredorupaejateraheham.

1 6. Baba se le lo, nahiVz to golf
jati rahegi.

17. Larki yahaw se dikhai na
deti thi.

1 8. Yih bat sunkar sab ke sab
' chal diye.

19. Wuh sitara kis waqt dikhai
diya tha?

20. Top ki awaz aj sunai na di.

10. He drinks liquor all day.

11. Although his mother called
him, he went on reading.

12. The teacher forbade him
but he went on singing.

13. She sings for joy all the
time.

14. All his property has been
lost.

15. I've lost two rupees.

1 6. Take it from the child,
else the ball will be lost.

17. The girl could not be seen
from here (was not giving
appearance from here).

1 8. Hearing this everybody
went off (gave a start).

19. When did that star appear?

20. We didn't hear the cannon
to-day.

2 1 . Both disciples followed him
(took after him).

Dono shagird uske pichhe
ho liye.

Note the differences in the couplets 6, 7, 8, etc. In 14,
15, 1 6, the meaning is slightly different perhaps, though if a
thing keeps going, it is likely to be "lost" which is the usual
meaning of "jata rahna". Note that verbs of 18 21 agree with
sub. not with obj.

Din day

Tak till

Jab tak . . na until

Vocabulary. Alfaz.

Chupna
Mana c

to be quiet

forbidden

happy

Khushi

happiness

Bolna

to speak

Bulana

to call

Gana

to sing

Jata rahna

to be lost

Mai

134

Dikhana
Dikhai
Sunana
Sunaf

wealth, cattle

to show
appearance
to make hear
sounding, audi-
bility.

Diversification.

Substitute the verbs of the table in the first thirteen
sentences.

cha hamko I. Bring us three cups (of) tea.

LESSON XXVII. SATTAiswX^ SABAQ.
Prepositions.

Some insist on calling these "postpositions", because, for-
sooth, they come after the word they govern. Such pedantry
would call "for" a postposition, in the sentence "What did you
do that for?" As well say that a "blackbird" could not have
a white feather.

1. Tin piyale
la do.

2. Mujh ko cha ke chha pirch
piyale dedo.

3. Is dawai ko ek chammach
cha me?z gholkar, pi lo.

4. Cha ka ek chammach-
bhar dawai pi lo.

5. Ek ek gilas pani ham ko
la do.

6. Sahib lohe ke do gilas
mawgwate ham.

7. Yih to bare ta'ajjub ki bat

hai.

2. Give me six tea-cups and
saucers.

3. Dissolving this medicine in
a spoonful of tea, drink it.

4. Take (Drink) a teaspoon-
ful of the medicine.

5. Bring us each a glass of
water.

6. Master orders two iron
tumblers.

7. This is a very wonderful
thing (thing of great wonder-
ment).

135

8. Agar yih Khuda ki taraf
se hai, to turn se kuchh na
banega.

9. Yih char din ki bat hai.
Ap ne nahin suni?

10. Wuh is liye gay a ki sahib
ka hukm tha.

1 1 . Wuh uske liye gaya hai.

12. Is ki manind tin gaz kapra
lana.

13. Yih larka bap ki manind
sharir hai.

14. Yih chauki usi ke muwafiq
banao.

15. Uski bap ke muwafiq a.nkh
hai.

1 6. Yih bat sahib ki bat ke
mutabiq hai.

17. Quran Injil ke mutabiq
nahin hai.

1 8. Meri taraf se kah dena ki
A jao.

19. Ap ke char ane meri taraf
ham.

20. Tumhari taraf sawa rupaya
hai.

21. Is men aur us men zamin
asman ka farq hai.

22. Mujh men aur tujh men
kitna kuchh farq hai.

8. If this is of God, then you
can do nothing. (If from
towards God, from you any-
thing not will be made.)

9. This happened four days
ago. Have you not heard it?

10. He went because it was
the master's order.

11. He went for him (ke with
person).

12. Bring three yards of cloth
like this.

13. This boy is wicked like
his father.

14. Make this chair like that
one.

15. His eye is like his father's.

1 6. This is like what master
said.

17. The Koran does not agree
with the gospel (evangel).

1 8. Tell him from me to come
("Come on").

19. I owe you four annas.
(Your four annas are to-
ward me).

20. There's Rs. 1/4 against you.

21. There is a world of dif-
ference between this and
that.

22. What - a difference between
you and me.

- 136

23. Itne ('arse) men larka a
gaya.

24. Ap mujh par gusse na how.

25. Yih le jao, but, Is ko le jao.

26. Is mew ka pani pi lo.

27. Khuda asman par hai, ham
zamin par.

28. Do mil par ap ko ek pul
milega.

29. Maiw waqt muqarrar par
auwga.

30. Khuda ki bandagi karni
mujh par farz hai.

31. Us ke hath mew anguthi aur
uske paow men juti pahinao.

32. Jab main raste mew tha,
to maiw ne sarak par dekhi.

33. Sach jhuth mew pahchan
rakho.

34. Samsun admiow mew zora-
war tha.

35. Mujh ko yih chizew darkar
nahiw haw.

36. Sahib ghar par haiw? Bahar
haw.

37. Wuh sawar hokar gaya hai.

38. Das baras ka larka ja raha
tha.

39. Khajur ka darakht mera
hai, arii ka tera.

23. In the meantime the boy
came.

24. Don't be angry at me.(Don't
be in anger at me).

25. Take it away, but Take
him (her) away. "Ko" with
person.

26. Drink water out of this.

27. God is in heaven, we on
earth.

28. Two miles on a bridge
will "meet" you.

29. I'll come at the appointed
time.

30. To serve God is an obli-
gation on me.

31. Put a ring on his hand
and shoes on his feet.

32. When I was on my way,
I saw it in the road.

33. Keep recognition of truth
and lying.

34. Samson was the strongest
of men.

35. I don't need these things.

36. Is the master at home?
He is away.

37. He has gone on horseback
(being a rider).

38. A ten-year old boy was
going along.

39. The date tree is mine, the
peach thine.

137

4O. Unhow ne Agra ki rah li.

40. They took the Agra road
(lit. Agra's road).

41. Where does this road go to?

42. Be quiet like us.

43. Put on your coat.

41. Yih kaha# ki rah hai?

42. Hamari tarah aram se raho.

43. Kot pahino.

Remember that repetition of these idioms again and again
is necessary to fix them in the memory. Get them so you
can use them freely.

Diversify by going through and changing nouns, pronouns,
and tenses.

Vocabulary

. Alfaz.

Piyala

cup

Pahinna

to put on one's

Pirch

saucer

clothing

Chammach

spoon

Farq

difference

Gilas

glass

'Arsa

interval

Loha

iron

Pul

bridge

Hukm

order

Banda

servant

Zamin

earth

Bandagi

service

Asman

heaven

Farz

obligation

ki taraf

toward

Gholna

to dissolve

ki manind

like (outwardly)

Rasta

way

ke muwafiq

like (apparently)

Rah

path

ke mutabiq

like, according to

Sarak

highway

ki tarah

Angutha

thumb, bigtoe

Ta'ajjub

astonishment

Anguthi

ring

Zor

strength

Paow

foot

Zorawar

strong

Aru

peach

Sawar

rider

Darkar

required

Gussa

anger

Sach

truth

Gusse

(in) anger, angry

Jhuth

lie

Pahinana

to put clothes

Pahchan

recognition

on another

Khajur

date fruit

138

LESSON XXVIII. ATHAISWA^ SABAQ.

Prepositions continued.

1. Rasulo;* me;z se do gao
ki taraf gaye.

2. Sab ke sab kahte the ki
yih baniye len den ke khare

3. Us ne wa'da kiya. ki jo
kuchh mam diinga dudh ka.
dudh dunga.

4. Unhow ne char din ka
wa'da kiya tha.

5. Yih zami#dar sone rupe ka
bara datilatmand hai.

6. Sab ke sab miwzh dekhte
ke dekhte rah gaye.

7. Main ne apna ghora faqfr
ke hath becha.

8. Larki soti ki soti rahi.

9. Unke aulad na thi (Un ke

10. Is kitab ko mere larke ke
pas bhej do.

11. Yih kitabe;z daftar ko bhej
do.

12.* Yih ghoriaw kitne kitne
men lin?

13. Ban to main ne sau ko If,
aur yih do chhotiaVz mai#
ne sawa sawa sau se lin.

1. Two of the apostles went
toward the village.

2. Everybody said that these
shopkeepers are honest in
dealing.

3. He promised that What-
ever I shall give, I will give
pure milk.

4. They promised (it) in four
days

5. This farmer is very wealthy
in gold and silver.

6. The whole lot stood look-
ing in each other's faces
[in blank astonishmen].

7. I sold my horse to the faqir.

8. The girl slept right on.

9. They had no children. (In
their place.)

10. Send this book to my boy.

11. Send these books to the
office.

12. How much did you pay
for each of these mares?

13. I got the big one for 100
and the two small ones for
125 each.

* note the 3 prepositions of price.

139

14- Yih log apas mew kya
bate kar rahe hai?

15. Uska do tin mahine ka
bachcha mar gaya hai.

1 6. Is ka rang khaki hai.

17. Uska rang khaki hotahai.

1 8. Is qadr ahistagi ki kanow*
kan khabar na ho.

19. Yih mal hathow hath bik
jata hai.

20. Wuh kothi se utarte hue
gir para.

21. Almari par se topi utar
dena.

22. Sab log darya ke par utar
gaye hain, kya mujhe bhi
na utaroge?

23. Ap ke ghar me# kaun
utara hai?

24. Ghore ki tang utar gayi
hai.

25. Darya ka pani aj hi utar
gaya hai.

26. Bukhar subh charhta aur
sham ko utar jata hai.

27. Maulavi ne Khuda ke nam
ka ghar banaya hai.

* Kano

14. What are these people say-
ing among themselves?

15. His two (or) three months'
child is dead.

1 6. Its colour is brown.

17. Its colour is brown (by
nature).

1 8. So softly that no one hear.
(With this degree of soft-
ness that from ears to ear
news go not.)

19. These goods sell like hot
cakes (from hands to hand,
not from shelves).

20. He fell coming down off
the house.

21. Give me my hat off the
top of the ward-robe.

22. Everybody has crossed
over the river, will you not
put me over too?

23. Who (guest) is stopping at
your house?

24. The horse's leg is out of
joint.

25. The river has just gone
down to-day.

26. The fever goes up in the
morning and goes down
in the evening.

27. The Moslem priest has built
a house for God (of God's
name).

se kin tak.

140

28. Pahli ayat se lekar das
(daswiW) tak parho.

29. Ustad meri babat kya kah-
ta tha?

30. Wuh ap ke haqq men ba-
hut buri bat kahta tha.

31. Sahib ghar ke idhar udhar

32. Kitab mez par hai (or, ke
upar).

33. Kapra mez ke upar (not
par) tanga hai.

34. Kapra mez par (or, ke
upar) para hai.

35. Sahib ghar par hai (but,
ghar ke upar haiw).

36. Ap ke sath shahr tak ho

37. Maw ne baraso/z tak uski
khidmat ki.

38. Wuh ghar par do baje tak
baithe rahe.

39. Parri koson tak phailta
gaya.

40. Banda akhiri dam tak khid-
mat karega.

41. Sipahi jan tak farq nahm
karta.

42. Ap ne kaha tak parha?

43. Jaha tak ho sake hasil
kiye jao.

28. Read from thj first verse
to the tenth (and includ-
ing).

29. What was the teacher say-
ing about me?

30. He was saying a very bad
thing of you.

31. The master must be about
the house.

32. The book is on the table.

33. The garment is hanging
above the table.

34. The garment is lying on
the table.

35. Mr. is at home (but, is on
top of the house, or above
it [if on a hill side]).

36. I'll go as far as the city
with you.

37. I served him for years.

38. They sat at home till
two o'clock.

39. The water went spreading
for miles.

40. I (your servant) will serve
you till the last breath.

41. A soldier does not regard
his life. (Makes no diffe-
rence up to life.)

42. How far did you read?

43. As far as possible go on
acquiring.

44- Sahib kitni der tak thaire
rahe?

45. Sahib log tar ke ane tak
baithe rahe

46. Wuh kal mere pas tha.

47. Wuh kal mere sath tha

48. lyhabardar! Isko ban kha-
bardari se le jana.

49. Main pahle yih bat janti hun.

50. Yih chauthe roz ki bat hai.

51. Idhar udhar ki batew hone
lagiw.

44. How long did the gentle-
man wait?

45. The gentlemen waited till
the (wire) telegram came.

46. He was with me yesterday
(sitting).

47. He was with me yesterday
(going).

48. Look out! Take this with
great care (manner).

49. I have known this before.

50. (This is a matter of the
fourth day.) This happened
four days ago.

51. All sorts of talk now be-
gan.

Rasul

Ayat

Wa'da

Zamin

ZamiVzdar

Daulat

Daulatmand

Faqir

Aulad

Daftar

Ahista

Ahistagi

Banda

Bandagi

Charhna

Vocabulary Alfdz.
Apostle, sent one, Charhana
Mohammed

Darya
Utarna

verse

promise

earth, land

landholder

wealth

wealthy

fakeer, holy man

offspring

office

quiet, slow

quietness

servant

service

to go up

Utarna

Tawgna
Tawgna

Bukhar

Kos

Dam

Ek dam se

to make go up,
put up
river
to come down,

go over
to take down, put

over
to hang
to make hang
leg, legs
fever
i x / 2 miles
breath
with one breath,

quickly

Khidmat service

142

Jan
Tar
Khabar

life

wire, telegram

news

Khabardar Look out
Khabardari care.
Ustad teacher

LESSON XXIX. UNTI'SWAJV SABAQ.

i. Log ghar ke age pichhe I. People were standing be-

[tha.

khare the.

2. Wuh hamare age age jata

3. Billi chuhiye ko pakarke
larki ke samne lai.

4. Yih pahle ki bat hai.

5. Jo mere ba c d ata hai, wuh
mujh se pahle tha.

6. Samne se (or, Age se) hat
jao.

7. Wuh chizen ghar ke pichhe

fore and behind the house.

2. He was going on before us.

3. The cat caught the mouse
and brought it before the
girl.

4. This happened before.

5. He who comes after me
was before me.

6. Get out of the way (from
in front).

7. Those things are behind
the house.

8. Yih log mere ba'd pahun- 8. These folk will arrive after
chewge. me.

("After" is translated by "ba'd", when it refers to
time, but by "pichhe", when it refers to place. "Before" in
time, is "pahle", but of place it is "samne" or "age", which two
are interchangeable.)

9. Iske badle men koi dusri
chauki dedo.

IO. Yih admi mere badle (men)

kam karega.
10. Yih admi meri jagah (meri

e iwaz) kam karega.
n. Mahsul ki chaukia;z shahr

ke ware pare hai.

9. Give some other chair in

exchange for this.
10. This man will work in my
place.

10. This man will work in my
place.

11. Tax-houses ("Seats of cus-
tom") are on this and that
side of the city.

143

12. Das baje ke qarib maw
ne bis ek admi dekhe.

13. Dar ke sabab se qariban
sare bhag gaye.

14. Bag ke nazdik koi sau
faqir log rahte ham, aur
mere nazdik wuh achchhe
admi nahin ham.

15. Meri chitthiaw Daktar sahib
ki ma'rifat pahauwcha karti
hain.

1 6. Is ghori ki nisbatyih ghora
ap ke kam ke ziyada laiq
hai.

17. Log mere khilaf (barkhilaf)
kyu# uthte hai;*?

1 8. Do admi mere muqabale
mew khare hue.

19. Is khirki ke muqabale men
darwaza chahiye.

20. Ham ap ke ghar ke andar
aur bahar jate haiu.

21. Siwa uske sab bhag gaye.

22. Bazar ke bich do bari du-
kanew ham.

23. Ap mere hawale kar de?z,
aur, mere zimme, bajae iske
main ap ki khatir koi ach-
chha ghora lauTzga.

24. Iske war par chhedna.
Chhid jaega.

25. Bazar hokar jana.

26. Pani ke bioh men se nikal
gaya.

12. About ten o'clock I saw
some 20 men.

13. For fear nearly all fled.

14. About a hundred fakeers
live near the garden, and
in my opinion, they are
not good men.

15. I (usually) get my letters
in the care of the M. D.

1 6. In comparison with this
mare this horse is more
fit for your work.

17. Why do people rise up
against me?

1 8. Two men stood up against
me.

19. There ought to be a door
opposite this window.

20. We go in and out of your
house.

21. All but him fled.

22. In the center of the bazar
are two large shops.

23. Put him in my care, and
I, I assure you, (in my re-
sponsibility) instead of this,
will bring you a good horse.

24. Make a hole through this.
It shall be done (pierced).

25. Go by way of the bazar.

26. He went through the (midst
of the) water.

144

27. Wuh darakht, jo dono ko-
thion ke bich men hai,
mere liye kato.

28. Ap is sabaq ki babat kya
puchhte hai?

29. Jaisa hai waisa hi lao.

30. Jaisa ap munasib jane,
waisa hi karen.

31. Mera nam wuhi hai jo
uska hai.

32. ]ahan tak main gaya, wuh
wahan tak mere sath gaya.

33. Jis qadr khabardari mum-
kin hai ki jaegi.

34. Main aisa kam nahin karta
hun.

35. Main itna kam nahin karta.
hun.

36. Aisa bura kam mat karo.

37. Usne itna bura kam kiya
ki kya kahe?

38. Utni almaria^ mujhko cha-
hiye^jitnitumharepas hain.

39. Itne rupae diye, jitne ya-
han hain.

40. Itna hi kam hai.

41. Jaisa mam kahun (waisa)
karo.

42. Jaisa usne kiya main ne

27. Cut that tree for me that
is between the two houses.

28. What are you asking about
this lesson?

29. Bring it just as it is.

30. Do as you think proper.

31. My name is the same as
his.

32. He went along with me as
far as I went.

33. As far as care is possible,
it will be taken.

34. I do not do such work.

35. I don't do so much work.

36. Don't do so evil a thing.

37. He did so evil a thing
that How shall I tell it?

38. I want as many cup-boards
(wardrobes) as you have.

39. (I) gave as many rupees,
as are here.

40. This is all the work there is.

41. Do as I tell you.

42. I did as he did.

bhi kiya.

Be careful to attain speed and readiness in the use of
these prepositions, and be accurate with the "ke" or "ki",
always thinking of them as, not that "for" is "waste, liye", but
"ke waste, ke liye"; "about" is not "babat", but "ki babat".

Diversification. Learn these sentences very completely,
and then take any nouns from the list that seem suitable and
substitute.

Take sentences I, II, 14, 18, and substitute, ke ird gird,
ke ware pare, ki is taraf, ki us taraf, ke pas, ke nazdik, ke
peshtar, ke pichhe, ke bajae, ke liye, ki khatir, ke mare, ke
ba'is, ke sath, ki tarah, ki taraf, se, ki taraf se, ke darmiyan,
ke sipurd, ke wasile.

Vocabulary. Alfaz.
Chhedna to pierce
Chhidna to be pierced

Chuhiya mouse

Qariban nearly

Nazdik near, opinion of

Khilaf (bar- opposing

khilaf)

Muqabale opposite, oppos-
ing
Siwa except

LESSON XXX. TISWA^ SABAQ.
Conjunctions.

Almari

cup-board,

wardrobe

Khirki

window

Qadr

degree

Aisa

this sort

Itna

this much

Utna

that much

Jitna

as much

Jaisa

Ki maVifat

by means of

1. Agar mam pahle chhotow
se shuru' karuw, (or, Agar
mai;z ne pahle chhotow se
shuru c kiya) to wuh jald
rah-i-rast par a jaewge.

2. Bare meri sunkar rah-i-rast
par jald a jaewge, warna
ghar se nikal duwga.

3. Agar wuh haqq ki rah par
na ae, to ghar se nikal
jae.

1. If I should begin with the
little ones first, they will
speedily come on the right
path.

2. The big ones, hearing me,
will quickly come to the
right path, else I'll put
them out of the house.

3. If they do not come on
the right path then let

them get out of the house.
10

146

4. Agarchi (Go) main ne
baron se shuru' karke ban
koshish ki, tau bhi (taham)
wuh be-farman rahe the.

5. Main ne chhoto se ban
koshish ki lekin (magar,
par) wuh ziyada kharab
hote gaye.

6. Chuki wuh tattu sau rupae
ka mal tha, wuh us se kam
na leta tha.

7. Khwah wuh ae khwah na
ae, tumhew ana hoga.

8. Chahe yih lo, chahe wuh,
mujhe parwa nahiw.

9. Na chhota aya na bara,
dono ke dono be-farman
rahe.

10. Is kam ko ahistagi se shuru'
karna chahiye, aisa na ho
ki yih naya dhang dekhkar,
larke hat jaew.

11. Peshtar is ke ki main ja
saku, wuh gaya.

12. Jab tak zindagi hai, tab tak
ummed bhi hai. Jab tak
sans tab tak as.

13. Jab tak main na aun, yahin
baithe raho.

14. Jidhar se aya, udhar ko
gaya.

15. Jis taraf se aya usi taraf
chala gaya.

4. Although I began with the
big ones and worked hard
(made a big effort) still
they remained disobedient.

5. I worked hard with the
little ones but they went
on getting worse.

6. Since the pony was worth
Rs. 100, he would not take
less than that (property of
Rs. I oo).

7. Whether he come or not,
you must.

8. Take either this or that,
to me it is no difference.

9. Neither the big nor the little
one came, both remained
disobedient.

10. This work should be begun
slowly, lest the children,
seeing this new fashion,
drawn back.

11. Before I could go, he went.

12. While there's life, there
is hope. (While there is
breath, till then is hope.)

13. Stay here till I come (while
I do not come).

14. He went the way he came.

15. He went the direction he
came.

147

1 6. Jis waqt yih bat mujhe yad
parti, main (us waqt) be-
ikhtiyar hokar hawsta hun.

17. Man len ki yih bat sach
hai, tumhe;/ kya?

1 8. Bande, tu koi kyun na ho,
tere pas kof 'uzr nahin.

19. Main ne do rupae nahiw
balki char diye.

20. Wahaw koi insan, balki
haiwan tak koi dikhai na
deta tha.

21. Maiw mansukh karne nahin,
balki pura karne aya hun.

22. Us se puchho ki "Khana
taiyar hai ya nahiw?"

23. Mujhe shakk tha ki "aya
main jagti hun, ya khwab
dekhti hun."

24. Go ap ne kaha bhi tha,
usne na mana.

25. Meri marzi yih hai ki jitna
main tujhe deta hun, is
pichhle ko, kam se kam,
utna hi duw.

26. Larka ae na larki, turn
hi ao.

27. Kash ki maiw paida hi na
hua hota.

28. Kash ki yih tamiz jo Khuda
ne turn ko c ata ki hai, sab
men hoti.

1 6. When I recall this, I cannot
keep from laughing. (At
what time this falls to mind,
I, out of hand, laugh.)

17. Granted that this is true,
what's that to you?

1 8. Man, whoever thou art,
thou hast no excuse.

19. I gave not two but four
rupes.

20. There no man, not even
a beast appeared.

21. I came not to abolish, but
to fulfill.

22. Ask him, "Is dinner ready
or not?".

23. I was in doubt whether I
was awake or seeing a
dream.

24. Though you told him, he
did not obey.

25. It is my wish that as much
as I give thee, that much
at least, I may give to
this last.

26. Let neither the boy come,
nor the girl, only you
come.

27. Would that I had not been
born.

28. Would that this discretion,
which God has given you,
were in all.

148

29- Kash ki yih admi mera
bhai Fazl ho.

30. Kash ki log is bat ko
samjhe;z.

31. Kya khub hota ki ap ate.

32. Tlawa iske ek aur bat hai.

33. Kala kya! Lo, sahib, yih
to ulta tawa hai.

34. Chunanchi yih kitab mew
likha hai.

35. Chhote bare ae ham.

36. Do tin rupae de dijiye.

37. Kam o besh bis bais din
lagewge.

38. Sahib ne kaha ki fulane se
mag lo.

39. Mai kisi se mang laiiwga.

40. Ek din ki bat ha; ki usne
kaha ki main kisi na kisi
din aunga.

41. Main ne dekha, wuh bahut
achchha ghora hai.

42. Yih waqa'i bat hai ki yih
kagaz achchhe hain.

43. Wuh to kab ka pahuwcha
hoga.

29. Oh, may this man be my
brother Fazl.

30. Oh that people may under-
stand this.

31. How well it would have
been if you had come.

32. Besides this there is one
more thing.

33. Black, indeed! Come sir,
he is an up-turned griddle.

34. According to which it is
written in the book.

35. Small and great have come.

36. Give (me) two (or) three
rupees.

37. It will take at least 20 or
22 days.

38. He said to ask it from a
certain (definite) person.

39. I'll get it from somebody
(anybody).,

40. One day he told me that
he would come some day
or other.

41. I saw it, (and) it's a very
good horse.

42. It is a fact that this is
good paper.

43. He must have arrived a
long time ago.

Haqq
Tattii

truth
pony

Vocabulary Alfdz,

Kam o besh less and more
Tamiz discretion

149

'Ata

endowed

Khwah (khah)..

Fulana

a certain (definite)

khwah (khah),

either . . or

Marzi

will

Chahe ... chahe

either . . or

Agar

Ya . . ya

either . . or

then, indeed

Na . . . . na

Neither nor

Warna

else, otherwise

.... na

[neither] . . . nor

Agarchi]

although

'Ilawa is ke

Besides

though /-

Phir

Again

Tau bhi

still

Kash ki

O that

Taham

nevertheless

Aya

whether

Lekin

but

Peshtar is ke

before this

Magar

but 1

Is liye

Wherefore

Par

but

Us liye

therefore

Balki

rather

Jab tak

while

Chuwki

since

Jab tak na

until

Chuna;zchi

accordingly

Man len ki

granted

Aisa na ho

ki lest

Tab tak

till when A /'

LESSON XXXI. IKTI'SWAJV SABAQ.

With

1. Wuhlambasatarkhanapne
bap ka sa kam karta hai.

2. Larka murda sa para tha.

3. Tujh sa c aqlmand admi
mujh ko darkar hai.

4. Mujh sa dukhiya ap ne
kabhi na dekha hoga.

5. Mujh garib ko kyuw diqq
karte ho?

6. Mujh gunagar par rahm kar.

7. Mera sa dukh ap ne kabhi
nahm dekha.

8. Wuh gora sa larka ap ka
hai?

*sa".

1 . That longish carpenter does
work like his father's.

2. The boy lay as dead.

3. I need a wise man like
thee.

4. You can never have seen
one so distressed as I.

5. Why do you vex poor me?

6. Have mercy on me a sinner.

7. You have never seen such
trouble as mine.

8. Is that fairish boy yours?

9. Wuh larai men sher sa
admi hai.

10. Yih darakht bahut sa phal
lata hai.

11. Us ka rang o raugan kuchh
ka. kuchh ho gaya.

12. Sab admi ek se nahi;z hote.

13. Uski sher ki si surat da-
rauni thi.

14. Bahut se ghore yahaw par
maujud hain.

15. Jab mam mar gaya, to kaisa
unka parhna?

1 6. Khidmatgar ne kaha ki
"Laya, janab".

17. Is men ziyada pani hai,
thora nikalo.

1 8. Yih bara admi hai. Kuchh
na kahna.

19. Yih bara kharab admi hai.
Mar dalega.

20. Ba'zow ko jhuth bolna asan
hai, ba'zow ko mushkil.

21. Ap subh, do pahar se pesh-
tar, do pahar ko, ya do
pahar ke ba'd awewge?

22. Khidmatgar, cha bhigo do.
Janab, pd#ch minit hue ki
bhigo di hai.

23. Koi admi aya hai?

(a) Chand admi ae hai.

9. He is like a tiger in fight.

10. This tree bears a lot of
fruit.

11. His colour and complexion
quite changed.

12. All men are not alike (one-
ish).

13. His tiger-like form was
terrible.

14. There are lots of horses
here (present).

15. When I am dead, how can
they go to school?

1 6. The waiter said, "I have
brought it, sir", (but means,
"I'll bring it in a few
minutes").

17. There is too much water
in this, take out a little.

1 8. This is a great man. Say
nothing.

19. This is a very bad man.
He'll kill you.

20. To some lying is easy, to
others difficult.

21. Will you come in the mor-
ning, forenoon, at noon, or
after noon?

22. Wet the tea, waiter? Sir,
I wet it five minutes ago.

23. Has any one come?
(a) Several have come.

(b) Kaiburhe(buddhe)admi
ae hai.

(d) Do ek hi ae ham.

24. Koi achchhi si dari nikalo.

25. Kya yih mez ap ko pasand
hai?

26. Koi achchhi si hamko dikha
do. Yih purani hai.

27. Ikatthe akar sab lakriow ko
ikattha karo.

(b) A good many old men
have come.

(d) Only a few have come.

24. Get out a good durry.

25. Do you like this table?

26. Show us a good one.
This is an old one.

27. Come together, and gather
all the sticks.

u Lamb a

long

Tarkhan j

carpenter

'Aqlmand

wise, sensible'

Dukh

trouble

Garib

poor

Dukhiya

troubled one

' Diqq

vexed

Sher

tiger

Gora

white, light colored

"Rang

colour

Ek sa

alike

Raugan

polish

Maujud

present

Kuchh

something

Hazir

present (of persons)

Kuchh ka kuchh

something else

Darauna

terrifying

Dari

carpet

Asan

easy

fc Chand

several

Mushkil

hard

Kai

several

L Pasand

pleasing

Purana, -i

old, of things

Murda

dead.

^ Biirha, buddha

old, of persons

LESSON XXXII. BATTISWAA^ SABAQ.

1. Mai;z akela yih kam kar
sakta hu.

2. Wuh ja na saka, is liye
main, bhi na gaya.

3. Kya wuh apna kam na
kar chuka tha?

1. I am able to do this work
alone.

2. He was not able to go, so
I, too, did not go.

3. Had he not finished his
work?

152

4. Kam to kar chuka tha,
lekin jana na chahta tha.

5. Apne kapre kahaw tanga
karte ho?

6. Is patthar ka kya wazn
hai? Ap utha sakte haiw?

7. Ap cha ya kafi piya karte
haiw?

8. Pahle to kafi piya karta
tha, magar jab se Hindu-
stan men ae, ham cha piya
karte haiw.

9. Ghora to bhagne laga hi
tha, lekin sahib ne bhagne
na diya.

10. Relgarf abhi aya chahti hai.

11. Bandagi, janab.

4. Yes, he had finished his
work, but he did not wish
to go.

5. Where do you hang your
clothes (as your custom rj.

6. What is the weight of this
stone? Can you lift it?

/. Do you drink tea or coffee?

8. I used to drink coffee, but
since we came to India,
we drink tea.

9. The horse indeed began
to run, but master did not
let him (run).

10. The train is just coming.

11. Good evening sir. (Ser-
vice, sir).

12. Good evening. (Service).

13. Peace to you.

14. And to you peace.

12. Bandagi.

13. Salam alaikum.*

14. Walaikum salam.

Diversification. Change pronouns of 1 8, so far as pos-
sible, to other persons and genders. Change all the tenses.
After the model of 10, use "clock . . . strike", "dinner . . . ready",
"tiger fight", "girls .... sing", "people .... go".

Substitute list verbs in 7.

Vocabulary. Alfdz.

Ihatm finished Kafi coffee

Patthar stone Relgari rail - carriage,

Wazn weight train.

* Used only by Moslems.

153

DIVERSIFICATION TABLE.

1. Nouns. Boy, girl, horse, mare, man, woman, king (raja),
queen, foot, village, book, night, cow, buffalo, buffalo-bull,
ox, he-ass, she-ass, bird, brother, sister, river, fan, curtain,
paper (kagaz-at), place. (Singulars and plurals).

2. Verbs. Dena, lena, ana, jana, uthna, baithna, hona, chalna,
karna, marna, marna, dekhna, sunna, bolna, kahna, rakhna,
kharidna (mol lena), lana, bulana, milna, bhejna, chahna,
nikalna, bachna, dhona, it appears, ought, have (of possession,
as I, thou, etc., have it). (In all persons and tenses).

3. Causals. Marna, marna, marwana, tutna, torna, torana, bolna,
bulana, bulwana, chhutna, chhorna, chhurana, dekhna, dikhana,
dena, dilana, dilwana, uthna, uthana, uthwana, karna, karana,
samajhna, samjhana, rakhna, rakhana, rakhwana, sunna, su-
nana, kahna, kahlana, milna, milana, nikalna, nikalna, nikal-
wana, bachna, bachana, bikna, bechna, bikwana. (In all
persons, moods, and tenses).

4. Personal Prounous (Nom.). Main, ham; tu, turn, ap; wuh,
yih: (Obj.) mujh, mujhe; tujh, tujhe; ham, hame;z; turn, tum-
hew, ap; us, use, un, unho, unhew; (Poss.) Mera-f-e; tera-i-e,
apka-f-e; uska-f-e, unka-f-e: hamara-i-e, tumhara-i-e, apka4- ;
unka-i-e, inka-f-e; apna-i-e. (In all genders).

5. Prepositions. Me, se, par, tak, ko, lie (waste), ka-i-e, ke lie
(ke waste), me?z se, par se, ke pas, ke age (ke samne), ke
pichhe, ke niche, ke andar, ke bahar, ke bich, ke sath, ke
ba'd, ke pahle, ke vipar, ke siwa, ke barabar, ke sabab, ke
laiq, ke ird gird, ki babat,f [ki khatir, ki taraf, ki tarah, Id
maVifat, ki manind, ki nisbat, ki jagah (with all classes
of nouns).

6. Adverbs. Jaise, jaha, kahiw, ab ki daf c a, ab, abhi, kabhf,
kabhi nahiw, bar bar, aj, kal, parse n, yahaw, waha, haw,
nahi, na, mat, bahut, hamesha, idhar, udhar, yu, is tarah,

154

us tarah, jhat pat, to, bhi, par, sawere, zor se, bara, masalan,
faqat, qariban, hargiz nahi#.

7. Adjectives. Good, bad, cold, hot, heavy, light, close, far,
hard, easy, harsh, soft, wide, narrow, clean, dirty, ready,
enough, high, low, true, false, young, old, rich, poor, in the
three degrees, and with hond and karnd.

8. Relatives, Interrogatives and others. Yih, wuh, aur, ziyada,
aisa, waisa, aksar, baqi, dono, gair, ba'z, (ba'ze), bahut, kai,
kuchh, sab, kull, chand.

Kab? kidhar? kaisa? kyu? kaun? kya? kis tarah? Jab, jidhar,
jaisa, jyuw.

Jo, koi, jo koi, jo jo, jo kuchh. Fulana, ek dusra, sab kuchh,
aur kuchh, har, har koi, sab koi, ap, khud.

9. Numbers. One, two, three, four, five, six, seven, eight, nine,
ten, eleven etc. Ek, do, tin, char, panch, chha, sat, ath, nau,
das, gyara, bara, tera, chauda, pandra, sola, satra, athara,
unnis, bis, pachis, pachas, sau, sainkra. First, second etc.
Pahla-i (or. awwal), dusra-i', tisra-i, chautha-i, panchwaw, -wiw,
chhatha-f, satwa/z, athwa^, etc.

Time Table for Study (suggested).

1. 15 minutes Ear and Tongue exercises.

2. Read over the past sentences.

3. 15 minutes learning new sentence.

4. I hour's practice on slips.

5. T /2 hour reading Urdu character.

6. As much "Oral composition", sentence formation, and
diversification, as possible.

Repeat in the afternoon.

INDEX/

Accent, 3238
Aspiration, 19 20, 38
Attainment, standard of, 10
Brogue, 7, 8
Chalna, 97 99
Conditionals 87 97
Consonants, 16 27

defined, 15

doubled, 30
Conversation, n
Difficulties. 4, II, 12
Diversification, 13
Ear training, 6 7, 38 44
Focus of breath, 23
Foreign words, 33 38
Future, 71 75
Gender, 12 13
Grammar, 13.

Hearing, 34, 9, 12, 2930
Idiom, 8

Infinitive, 86 89
Intonation, 8, 30
Interrogatives, 60
Jana, 9799
Lagna, 100 103

Conjugation of, 104

* Nos. refer

Language

material, 5

method, I 14, 7

principles of, VII, 3 14
Medium of instruction, 6
Memory, 78, 14, 32, 59
Nasality, 16
Nasals, 16, 26, 27
Noun Declension, 58
Numbers, 61 63
Phonetics, 14 44

Importance of, 31
Prepositions, 134 145
Pronouns

Interrogative, 61

Personal, 58

Relative, 113 116
Reading, 6, 31
Repetition, 8, 910, 1314

of words, 9093
Rounding, 29
Sa, 149
Sentence, the unit, 6

moulds, 1 1
Speed, 50, 58
Spreading, 19, 27
to pages.

- i 5 6 -

Stops, 1518
Subjunctive, 117 119
Tongue, 7, 8, 22 27
Verbs

of ability, 151 152

Cause, 107 in

Completion, 152

Compulsion, 1 30

Continuation, 85 86, 132, 133

Permission, 128

Uncertainty, 131 132

Verbs

Participles, 119 128

Passives, 105 107,111 112

Permission, 128

with "ne" 75 79
Voice, 14 15
Vowels, 12, 28 29

defined 14, 15
Wala, 125128
Whispering, 29 30
Yawning, 27

A 000 121 426 1